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20 January 2026, Volume 49 Issue 1
    

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  • Yang Liu, Zhang Xiyuan, Zhou Chenglin, Sang Biao
    Journal of Psychological Science. 2026, 49(1): 6-16. https://doi.org/10.16719/j.cnki.1671-6981.20260102
    Abstract ( ) Download PDF ( ) English PDF      Knowledge map   Save
    The decision-making process in basketball is inherently dynamic, involving the continuous integration of context and experience. While this process aligns with the core tenets of reinforcement learning (RL), classical RL models have been limited in their ability to capture the dynamic characteristics of multi-alternative, continuous decision-making. To address these limitations, the present study employed a modified version of the intrinsically enhanced model to investigate the effects of context and sports experience on the decision-making of basketball players. Moreover, the modified model was compared with several classic models, including one-trial back logistic regression, model-free model, and model-based model, to evaluate its performance in explaining and predicting decision behavior in the two-stage decision task.
    This study aimed to examine how internal reward signals derived from process goals and external reward outcomes are integrated during decision-making in basketball. Specifically, we aimed to assess whether the incorporation of internal reward signals, which represent process-related achievements (e.g., tactical execution), could improve the predictive power of a modified intrinsically enhanced model. Furthermore, we explored how contextual factors modulate the decision strategies and reaction times, and whether these effects differ between experienced basketball players and novices.
    A 2 (stimulus type: abstract symbols vs. basketball tactical diagrams) × 2 (group: novices vs. basketball players) mixed experimental design was employed. A total of 56 participants were recruited, including 29 basketball players with competitive experience and 27 novices with no basketball experience. Participants performed a two-stage decision task developed in MATLAB R2021b using Psychtoolbox (v3.0.19). At the outset of each trial, a fixation point was displayed for one second. In Stage 1 (S1), participants were presented with two options, representing either tactical initiation phases (in the basketball condition) or abstract alternatives (in the abstract condition). Their choice probabilistically determined the subsequent Stage 2 (S2) state, with common transitions occurring with a 70% probability and rare transitions with a 30% probability. During S2, participants made a binary decision and received immediate feedback (reward or no reward) with each option's reward probability fixed at 50%, thereby controlling for variability in external outcomes.
    Behavioral responses and reaction times were recorded for both stages. Hierarchical Bayesian models were employed to analyze the data, with parameter estimation conducted via Bayesian methods using Stan and PyStan (v3.10) within a Python 3.12 environment. Model performance was evaluated using the widely applicable information criterion (WAIC), specifically the expected log pointwise predictive density (ELPD_WAIC), which simultaneously accounts for model fit and complexity. Key parameters of interest included the learning rate (α), which captures the effect of immediate reward feedback; the inverse temperature (β), which reflects the balance between exploitation and exploration; and the internal reward weight (θ), which indicates the degree to which process goals influence decision-making.
    Model comparison revealed that the modified internally enhanced model outperformed all alternative models across all experimental conditions, as evidenced by consistently higher ELPD_WAIC values. This finding supports the enhanced model's ability to effectively integrate both internal reward signals and external outcomes in explaining decision behavior.
    Analysis of the model parameters showed that, the α parameter, which reflects the immediate influence of reward feedback, remained stable across conditions. This finding implies that the underlying reward processing mechanism is robust and relatively unaffected by differences in experience or stimulus type. Although both basketball players and novices predominantly made outcome-driven decisions, basketball players exhibited a significantly higher sensitivity to process goals. Specifically, the internal reward weight (θ) for basketball players was approximately 0.33, indicating a relatively greater, but still sub-dominant, influence of process-related internal rewards compared to external outcomes. Furthermore, the β parameter was significantly lower in the basketball tactical diagram condition compared to the abstract condition, suggesting that participants were more inclined to employ an exploration strategy when exposed to contextually rich stimuli. Interestingly, the increased complexity inherent in the basketball tactical diagrams also led to prolonged reaction times. This finding indicates that additional cognitive load imposed by complex information requires individuals to invest more cognitive resources to process and integrate information, which tends to promote exploration strategies and prolong reaction times.
    In summary, our study demonstrates that the modified intrinsically enhanced model provides a superior framework for capturing the dynamic decision-making processes of basketball players. While both experienced basketball players and novices primarily exhibit outcome-driven decision-making, basketball players display a higher sensitivity to process goals, reflecting the influence of extensive training and experience. Moreover, the increased information complexity associated with basketball tactical stimuli significantly prolongs reaction times and facilitates exploration strategies due to heightened cognitive load. These findings underscore the necessity of integrating both internal and external reward mechanisms to comprehensively model decision behavior in complex, real-world settings.
  • Zhang Yuqiang, Xu Xiaofei, Gou Huixing, Zhang Xiaochu
    Journal of Psychological Science. 2026, 49(1): 17-25. https://doi.org/10.16719/j.cnki.1671-6981.20260103
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    Contemporary research in Artificial Intelligence (AI) ethics primarily focuses on three core dimensions, including debates about moral agents, the transformation of moral design paradigms, and the challenges in achieving value alignment. Viewpoints on moral agents include instrumentalism, limited agents, and strong agents. Moral design paradigms are approached from cognitive and ontological perspectives. The challenges of value alignment primarily involve technical implementation, the establishment of alignment standards, and the evaluation of alignment outcomes. Research indicates that AI exhibits a paradoxical profile: A high level of moral cognition coexisting with low and unstable moral judgment ability, a notable moral bias, and a lack of an endogenous moral mechanism.
    Building on Kohlberg's theory of moral development, this study proposes the concept of "AI endogenous morality." This refers to a three-pronged cultivation mechanism—moral embedding, enlightenment, and behavioral conditioning—through which humans enable AI to internalize morality that aligns with human ethical norms and effectively translate moral judgment into moral behavior. The aim is to ensure the safety and controllability of AI at the technical level, cultivate its moral reasoning ability at the cognitive level, and guide its autonomous evolution at the developmental level.
    Taking large language models (LLMs) as a case study, this study constructs an endogenous morality framework that encompasses cognitive tasks, a moral core, implementation approaches, and technical pathways. Corresponding evaluation criteria are formulated for each stage of moral development, namely: Identification and Avoidance, Reward-based Learning, Emotional Adaptation, Rule-based Logic, and Moral Endogeny. The framework offers three primary advantages.
    The first advantage is the theoretical benefit of a structured moral development pathway. Through the "moral fencing and embedding" mechanism, which combines hard-coded rule constraints with reinforcement learning, foundational moral compliance is ensured, thereby achieving the pre-conventional level of moral development. Subsequently, the "moral enlightenment and modeling" system establishes an altruistic value orientation for LLMs, develops preliminary moral reasoning ability, and completes the conventional level of moral development. Finally, through the "moral cultivation and endogeny" design, a dynamic moral schema is developed for LLMs, enabling autonomous cross-cultural ethical judgment and reaching the post-conventional level of moral development.
    The second advantage is the technical advantage of a six-tier progressive architecture. The Fencing Tier helps LLMs establish absolute moral boundaries through rule engines and punitive learning. The Embedding Tier helps LLMs in achieving value function alignment via multi-objective optimization algorithms. The Enlightenment Tier facilitates the cultivation of situational awareness in LLMs through socio-emotional computing and federated learning. The Modeling Tier aids LLMs in internalizing altruistic principles through multi-agent game learning. The Cultivation Tier enables LLMs to achieve moral transfer applications through the combination of variational autoencoders (VAEs) and generative adversarial networks (GANs). The Endogeny Tier supports LLMs in achieving universal principle deduction using meta-learning and ethical knowledge graphs.
    The third advantage is the application advantage of an adaptive ethical system. This study transcends the limitations of traditional hard-coding models by developing a three-level dynamic processing workflow for multi-stage generation and post-processing. Level 1 is a "generation-filtering-feedback" closed loop. "Generation" refers to producing preliminary responses to user input; "filtering" involves introducing ethical review to detect, label, and automatically correct the generated content; "feedback" means using the corrected results and user feedback to retrain LLMs and enhance their intrinsic ethical judgment. Level 2 consists of intelligent ethical review consisting of "rule base scanning-risk classification-semantic reconstruction." "Rule base scanning" involves conducting initial scans for sensitive content using a constructed rule base to filter expressions that clearly violate ethical guidelines. The "risk classification model" assesses the risk of the generated content. "Semantic reconstruction" involves updating the rule base and retraining the model based on expert and user feedback, aiming to adjust the tone or rephrase content identified as having high ethical risks. Level 3 includes cross-cultural adaptation. The framework's modular design allows for the flexible replacement of ethical knowledge components in different application scenarios. Moreover, through federated learning, comprehensive and multi-faceted dynamic adjustments are made to achieve regional ethical adaptation.
    This study presents a preliminary conceptualization of the framework's implementation approaches and technical pathways. However, its full-scale implementation requires further in-depth research, such as the refinement and optimization of specific technical implementation strategies, the cross-cultural adaptability of ethical standards, mechanisms for monitoring moral evolution, and the evaluation of real-world application effects. Subsequent research in these areas is crucial for validating the framework's feasibility and effectiveness, and for promoting the development of AI ethics from theory to practice.
  • General Psychology,Experimental Psychology & Ergonomics
  • Li Tianhong, Wu Yan
    Journal of Psychological Science. 2026, 49(1): 26-34. https://doi.org/10.16719/j.cnki.1671-6981.20260104
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    Comprehension monitoring is the process by which a reader evaluates the state of their understanding of information, and it is considered an essential element in the ways in which individuals' reading comprehension can be influenced. However, the processes and mechanisms underlying this skill are not well understood. Previous research on reading comprehension monitoring has mostly focused on simple sentence level, with less exploration of complex sentence level. In Chinese complex sentences, conjunctions play a particularly important role in indicating the relationships between sentence components. Therefore, it is necessary to explore the effect of conjunctions in the monitoring process of understanding Chinese complex sentences. This study aims to investigate the mechanisms by which conjunctions influence comprehension monitoring when reading Chinese complex sentences.
    Using event-related brain potentials (ERPs) with an error detection paradigm, a 2 (world knowledge: consistent vs. inconsistent) × 2 (conjunction relation: causal vs. transitional) within experimental design was adopted. Four conditions were formed by crossing conjunction relation and world knowledge: because-congruent sentences, because-incongruent sentences, transitional-congruent sentences, transitional-incongruent sentences. Mean sentence rationality, predictability, word frequency, and number of strokes were balanced across these four types of sentences. ERP data were recorded with a 64-channel Ag-Agcl Neuroscan 4.5 (Neuroscan Inc., Sterling, VA) with a common-vertex online reference, which was transformed offline to the mean of the activity at the two mastoids. E-prime 2.0 software was used for programming. Trials began with a fixation cross that remained on the screen for 1000 ms. Then, the sentence stimuli were presented word by word. Each word was presented for 400 ms, with an inter word interval of 400 ms. For the filler sentences, the participants were asked to answer a true/false comprehension question. Half of the questions required a “true” response, and half required a “false” response. The formal experiment was divided into four blocks of 60 sentences each, with short breaks between blocks. This ERP experiment lasted approximately 1.5 hours.
    The ERP results revealed that causal sentences elicited a larger N400 during 300~500ms time window and a smaller P600 around 500-800ms time window as compared to the transitional sentence. By contrast, the world knowledge inconsistency elicited a larger P600 during the time window of 500~800ms than did the world knowledge consistency. More importantly, significant interaction between world knowledge and conjunction relation was also found for P600. Further analysis showed that when the sentence was transitional, the sentences with the world knowledge inconsistency elicited the larger P600 than the world knowledge consistency. However, the world knowledge effect was not found in causal sentences.
    In conclusion, these results suggest that both world knowledge and conjunction relation could play a role in Chinese complex sentence reading. But the conjunction relation was found to be earlier as it was firstly reflected by N400 effects which a component was proved to indicate the semantic processing. In addition, the comprehension monitoring process during Chinese complex sentence reading is modulated by conjunction information, as reflected by the P600 component. This modulation is specifically manifested by the inconsistency of world knowledge in transitional sentences triggering a larger P600, whereas no such effect is observed in causal sentences. In other words, conjunctions relation plays a priority role in Chinese compound sentence reading, whereas comprehension monitoring occurs at a late stage and is regulated by conjunctions. It can be seen that conjunctions play a crucial role in reading Chinese complex sentences.
    The innovations of this study include two aspects. On the one hand, the study found that comprehension monitoring is associated with a late positive-going neural response-the P600, and the process is modulated by the conjunction relation. On the other hand, the study provides evidence for the neural substrates for the comprehension monitoring process of Chinese complex reading. In future studies, it will be important to determine how comprehension monitoring mechanisms are involved in the detection and resolution of more global discourse errors.
  • Fu Chunye, Li Aixin, Lyu Yong
    Journal of Psychological Science. 2026, 49(1): 35-44. https://doi.org/10.16719/j.cnki.1671-6981.20260105
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    Visual predictive coding theory posits that the brain actively generates predictions about incoming sensory input and computes prediction errors when the input deviates from expectations. Numerous studies have investigated the neural correlates of predictive coding by comparing brain responses to expected and unexpected stimuli. However, most research has focused on the dichotomy between stimuli that either conform to or violate expectations, neglecting an intermediate stimulus type that falls between these two extremes: stimuli that violate expectations but share perceptual similarity with expected stimuli. Incorporating this novel stimulus type into the predictive coding framework could offer a more nuanced understanding of the neural mechanisms underlying visual perception and the updating of internal models. The present study aimed to investigate the dynamic neural processes underlying visual perception in three conditions - expected stimuli, unexpected-dissimilar stimuli, and unexpected-similar stimuli - by combining event-related potential (ERP) techniques with a visual statistical learning paradigm. We hypothesized that the perceptual similarity between unexpected and expected stimuli would modulate neural activity in a stage-specific manner, revealing the dynamic interplay between expectation and perceptual similarity in shaping visual predictive coding processes.
    In this ERP study, human participants were exposed to sequentially presented pairs of visual object stimuli, where the identity of the first object predicted the second object to varying degrees of expectancy based on learned conditional probabilities. On expected trials, the first object effectively predicted the identity of the second object with a 60% probability, whereas on unexpected trials, the first object only predicted the second object with a 20% probability. For unexpected stimuli, perceptual similarity was further manipulated by presenting either two visually similar objects or two perceptually distinct objects. These were referred to as “unexpected-similar stimuli” and “unexpected-dissimilar stimuli”, respectively. The experiment progressed through three phases, including an initial statistical learning phase to implicitly establish predictive relationships between the object pairs, a thresholding phase to calibrate task difficulty and equate baseline performance across participants, and the main experimental phase.
    The results revealed clear differences in the pattern of neural activity related to predictive coding over time, demonstrating dynamic influences of predictions on visual processing and consciousness. In the early time window around 100ms, both expected and unexpected-similar stimuli elicited enhanced P1 ERP components. Considering the cognitive functions referred to P1 components, this indicates rapid attentional selection for both stimulus types. In addition, only the unexpected-dissimilar stimuli subsequently elicited a greater N2 component around 200~300ms, which is consistent with neural surprise responses and suggests that the prediction error signal is activated, triggering higher-level processing to update the internal model. Finally, in the later time window around 350~500ms, only the expected stimuli elicited an enhanced P3 component, suggesting facilitated perceptual discrimination and decision-making for expected inputs. Beyond that, the absence of heightened N2 and P3 components in response to unexpected-similar stimuli reflects the presence of intricate mechanisms in predictive coding process. In other words, although violating predictions, unexpected-similar stimuli do not prompt the updating of internal models, and are incapable of forming more accurate visual representations.
    By incorporating the novel stimulus type of unexpected stimuli with similarity into the predictive coding framework, this study sheds light on the characteristics and necessary conditions for updating internal models, providing a more comprehensive understanding of visual predictive coding processes. The results highlight the dynamic interplay between expectation and perceptual similarity in shaping neural responses across different stages of visual processing. This research not only advances our theoretical understanding of predictive coding mechanisms but also has practical implications for optimizing the design of brain-inspired artificial intelligence systems. Furthermore, the findings may offer valuable insights into the neural basis of perceptual and cognitive dysfunctions in certain neurological and psychiatric disorders characterized by impaired predictive coding.
  • Zhang Hanqi, Wu Shijing
    Journal of Psychological Science. 2026, 49(1): 45-55. https://doi.org/10.16719/j.cnki.1671-6981.20260106
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    Altruism, which is defined as behavior in which individuals deplete their own resources to benefit others, has played a pivotal role in human evolution and is deeply embedded in social and political life. Although highly valued, altruistic behavior is susceptible to influence by inequity situations. Specifically, individuals are more willing to act altruistically when they possess a higher initial endowment than their partners (an advantageous inequity situation) compared to when they have a lower initial endowment (a disadvantageous inequity situation). Neuroimaging studies suggest that advantageous and disadvantageous inequity engage distinct neurocognitive mechanisms. The left dorsolateral prefrontal cortex (lDLPFC), a brain region critical for executive function and impulse control, is hypothesized to play a role in altruistic decision-making. However, whether the lDLPFC differentially modulates altruism in advantageous versus disadvantageous inequity contexts remains unclear.
    To address this question, we employed transcranial direct current stimulation (tDCS) to modulate the activity of lDLPFC and examined its effects on altruistic behavior under both advantageous and disadvantageous inequity conditions. Using a 2 × 2 mixed design, we manipulated stimulation condition (between-subjects factor: anodal vs. sham tDCS) and the inequity condition (within-subjects factor: advantageous vs. disadvantageous). A total of 70 healthy participants were recruited in the experiment (35 female, Mage = 20.79 ± 1.84 years). Participants were randomly assigned to receive either anodal tDCS (1.5 mA applied to the lDLPFC for 20 minutes) or sham tDCS (stimulation terminated after 30 seconds). Following the stimulation, participants completed a modified Dictator Game task to assess altruistic propensities. In this task, participants allocated monetary payoffs between themselves and anonymous partners across multiple trials, with no time constraints imposed.
    In advantageous inequity trials, participants' payoffs exceeded those of their partners (e.g., $50 vs. $20), while in disadvantageous inequity trials, participants' payoffs were lower (e.g., $20 vs. $50). Altruistic choices involved participants sacrificing a portion of their own payoff (e.g.,$4) to increase their partner's payoff (e.g.,$13). Trials were presented in separate, counterbalanced blocks. Using mixed-effects logistic regression (lme4 package in R), we analyzed the impact of lDLPFC stimulation on altruistic behavior.
    The results demonstrated that anodal tDCS over the lDLPFC significantly enhanced altruistic tendencies in advantageous inequity conditions, reducing participants' focus on personal losses. In advantageous inequity conditions, participants' altruistic behavior decreased as the cost of altruism increased (β = -1.630, p < .001, Bonferroni-corrected) and increased as the benefit of altruism increased (β = .991, p < .001, Bonferroni-corrected). The interaction between tDCS stimulation and the cost of altruism was significant (β = .564, p < .01, Bonferroni-corrected). Anodal tDCS over the left DLPFC attenuated the impact of altruistic costs on altruism in advantageous inequity conditions, indicating that anodal stimulation of the left DLPFC reduced participants' focus on self-interest in such contexts. In contrast, no significant effect was observed in disadvantageous inequity conditions. In disadvantageous inequity conditions, participants' altruistic behavior also decreased as the cost of altruism increased (β = -2.403, p < .001, Bonferroni-corrected) and increased as the benefit of altruism increased (β = .871, p < .001, Bonferroni-corrected). However, the interaction between tDCS stimulation and the cost of altruism was not significant (β = .279, p > .05), nor was the interaction between tDCS stimulation and the benefit of altruism (β = -.218, p > .05). These findings highlight the critical role of the lDLPFC in promoting altruism under advantageous inequity, enabling individuals to transcend self-interest and prioritize the welfare of others.
    In summary, this study investigated the impact of tDCS applied to the dorsolateral prefrontal cortex (DLPFC) on altruistic behavior under conditions of inequality. Anodal tDCS stimulation of the left DLPFC was found to reduce participants' sensitivity to altruistic costs in situations of advantageous inequality. However, it did not influence their sensitivity to altruistic costs in disadvantageous inequity condition. These findings suggest that the left DLPFC plays a specific role in promoting altruistic behavior in contexts of advantageous inequality, while its involvement in altruism appears to differ in situation of disadvantageous inequity.
  • Lin Weihao, Yang Tingting, Zheng Guorui, Wang Ruiming
    Journal of Psychological Science. 2026, 49(1): 56-67. https://doi.org/10.16719/j.cnki.1671-6981.20260107
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    The tip-of-the-pen (TOP) effect is a phenomenon in writing difficulty where individuals temporarily fail to retrieve the orthographic information of a known character. Recent research based on a large-scale Chinese character handwriting database has clearly defined and operationalized this effect and developed a standard character dictation paradigm to reliably elicit it. Despite these advancements, the TOP effect remains a relatively new area of study, and its cognitive mechanisms are not yet fully understood. This review aims to address these gaps by proposing a comprehensive model of the TOP effect, examining its occurrence stages and providing theoretical explanations for the first time.
    Existing research has identified several factors influencing the TOP effect. Lexical variables at the character level, such as frequency, orthography, and phonology, significantly impact its occurrence. Characters that are less frequently used, learned later in life, or have more complex orthographic structures are more likely to trigger the TOP effect. The intricate stroke patterns and structural rules of Chinese characters make them particularly prone to this phenomenon. Additionally, individual differences such as daily typing and writing frequency also play a crucial role. A higher frequency of typing and a lower frequency of handwriting are associated with an increased likelihood of experiencing the TOP effect, supporting the notion that the shift from traditional handwriting to digital typing may contribute to writing difficulties. Furthermore, increased reading habits are associated with a decreased likelihood of the TOP effect, indicating that frequent exposure to written text enhances orthographic retrieval.
    The cognitive mechanisms behind the TOP effect involve multiple stages of processing. During the conceptual-semantic stage, the writer processes the input stimulus, identifies the target character, and retrieves its semantic information. This stage is similar to that involved in spoken language production, where the tip-of-the-tongue (TOT) phenomenon occurs. The subsequent orthographic encoding stage involves retrieving the character's orthographic representation from long-term memory. This stage is more complex in written production due to the additional involvement of phonological mediation, whereby phonological information aids in orthographic retrieval. The orthographic buffer stage temporarily stores the retrieved orthographic representation, ensuring that the strokes and structure are correctly sequenced and sized before the motor execution stage. Studies have shown that deficits in the orthographic buffer can lead to increased writing errors and difficulties, particularly in individuals with developmental writing disorders or incomplete working memory development.
    Theoretical explanations for the TOP effect draw from models of the TOT phenomenon. The Transmission Deficit Hypothesis (TDH) suggests that the TOP effect occurs due to insufficient activation of the connections between semantic and orthographic representations. This leads to partial retrieval, where some orthographic information is accessible, but not enough for complete character recall. The Blocking Hypothesis (BH) posits that the activation of semantically related non-target characters interferes with the retrieval of the target character, resulting in writing difficulties. This study is the first to propose these detailed stages and theoretical explanations for the TOP effect, offering a new perspective on writing difficulties.
    Future research should focus on elucidating the neural basis of the TOP effect through event-related potentials (ERP) to study the time-course characteristics of TOP, identifying stages where orthographic retrieval fails, and utilizing functional magnetic resonance imaging (fMRI) to compare brain activation patterns during successful and unsuccessful character retrieval, pinpointing the neural correlates of TOP. Additionally, researchers should investigate how various factors, such as phonological cueing and second-language experience, affect the likelihood of experiencing TOP. Future studies can provide a comprehensive understanding of this phenomenon by addressing both positive and negative aspects of TOP and exploring the complex interactions between lexical, orthographic, phonological, and individual factors. This knowledge will advance theoretical models of written language production and inform practical approaches to improving literacy and writing skills in diverse populations.
  • Chen Xing, Guo Bowen, Yan Kaikai, Mao Tianxin, Rao Hengyi
    Journal of Psychological Science. 2026, 49(1): 68-81. https://doi.org/10.16719/j.cnki.1671-6981.20260108
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    Sleep is a fundamental physiological phenomenon that is essential for physical health, cognitive ability and emotional regulation. However, with technological advances and the accelerated pace of life, sleep deprivation has become increasingly prevalent, significantly impairing the cognitive and emotional functioning of individuals. Risky decision making, as a type of uncertain decision making, refers to the process by which people weigh options that have multiple outcomes and the probability of each outcome occurring is known. People make risky decisions all the time in their daily lives and at work. Most studies have confirmed that sleep deprivation significantly affects an individual's risky decision making preferences.
    The neural processes by which sleep deprivation affects risky decision-making involve three main large-scale brain networks: the central executive network, the reward network, and the salience network. Specifically, when individuals experience total sleep deprivation, the activation level of the central executive network is significantly reduced, i.e., the dorsolateral prefrontal activation level decreases and the individual's inhibitory control is severely impaired. The activation levels of the orbitofrontal cortex and the ventral medial prefrontal within the reward network decreased, but the activation level of the striatum was enhanced, and the brain regions interacted with each other to greatly weaken the individual's ability to resist immediate rewards and avoid impulsive behaviors. At the same time, decreased activation levels in the amygdala and the anterior insula within the salience network, but enhanced activation levels in the anterior cingulate cortex, lead individuals to make more irrational decisions. The same three large-scale brain networks are included when individuals with partial sleep deprivation make risky decisions. The difference is that partial sleep deprivation only significantly decreases activation levels in the dorsolateral prefrontal and enhances activation levels in the anterior insula. However, partial sleep deprivation reduces the functional connectivity of the dorsolateral prefrontal and striatum, the anterior insula, and the orbitofrontal cortex and amygdala, resulting in the inability of individuals to effectively inhibit high-risk behaviors and reduce decision-making performance.
    Previous studies have mostly focused on the effects of different levels of sleep deprivation on the level of activation in specific brain regions and single brain networks, but ignored the overall role of large-scale brain networks. It has been found that the brain integrates and processes information in the form of brain networks, and multiple brain networks work together to ultimately change an individual's behavioral performance. Complete sleep deprivation affects an individual's risky decision-making performance by directly altering the activation levels of the central executive, reward, and salience networks. When an individual receives a reward or suffers a loss, the activation of the reward network or salience network is further enhanced, which in turn affects the central executive network and ultimately alters the individual's subsequent risky decision-making performance. The feedback mechanism for risky decision-making in partial sleep deprivation is impaired, making it difficult to effectively regulate individual decision-making behavior. As in the case of total sleep deprivation, the results of risky decision making in individuals with partial sleep deprivation were fed back to the reward and salience networks, which influenced the individual's future decision making.
    Future research is suggested to further explore the following issues. Considering the development prospects of machine learning and deep learning technologies, future research should use these technologies to computationally model the rich brain network data to further deepen the understanding of brain function and structure. In addition, the dynamic effects of different degrees of sleep deprivation on risky decision making are further refined by carefully dividing sleep deprivation time. At the same time, the generalizability of the effects of sleep deprivation on decision making is explored.
  • Developmental & Educational Psychology
  • Yang Yiming, Zhang Danmin, Wang Wenjing, Tao Sha
    Journal of Psychological Science. 2026, 49(1): 82-91. https://doi.org/10.16719/j.cnki.1671-6981.20260109
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    Depression among primary and secondary school teachers in China is a significant concern because it threatens teachers' mental health, students' academic achievement, and socio-emotional well-being. Longitudinal studies have highlighted job burnout as a critical factor in the development of depression. However, prior research has indicated that the three dimensions of burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) do not always occur together or progress in the same way. Therefore, it is important to explore the longitudinal relationships between these dimensions and depression to understand how burnout transitions into depression. Early-stage burnout, characterized by emotional exhaustion and depersonalization, may deplete transient resources (e.g., mood, energy), but these effects are often short-lived. Over time, depersonalization may lead to reduced personal accomplishment, which depletes structural resources, such as self-efficacy and self-esteem, thereby increasing the risk of long-term depression. Previous studies have suggested that depression typically emerges in later stages of burnout, particularly when individuals experience prolonged self-undermining beliefs and lack stable psychological resources. This study further examines the moderating role of Confucian coping, a meaning-focused strategy rooted in Eastern cultural contexts like China. Prior research has linked Confucian coping to depression and anxiety, especially under resource depletion. By investigating how burnout dimensions interact with Confucian coping to influence depression, this study aims to provide insights into preventive strategies targeting teachers' mental health.
    A total of 210 primary and secondary school teachers (64 male and 146 female, 103 primary and 107 secondary school teachers) completed both the Job Burnout Scale and the Depression Anxiety Stress Scale at baseline (T1) and five-month follow-up (T2), and the Confucian Coping Questionnaire at T2. Correlation analysis and significance testing were firstly conducted in SPSS 26.0. We then constructed multi-group cross-lagged models in Mplus 7.40 to explore the longitudinal associations between three dimensions of teachers' job burnout and depression. The moderating effect of Confucian coping was lastly conducted using Process 4.2. Teachers' gender, age, teaching experience, and subjective socioeconomic status were controlled as covariates because previous studies showed that they were significantly correlated to job burnout and depression. All three measures had good reliability and validity. No severe common bias was found.
    The results indicated that: (1)Three dimensions of teachers' job burnout were significantly related to depressive tendency both concurrently and longitudinally. Specifically, at both baseline and follow-up, male teachers exhibited significantly higher levels of depersonalization, reduced personal accomplishment and depressive tendency compared to female teachers; (2) Cross-lagged analyses revealed that emotional exhaustion and depersonalization at Time 1 did not significantly predict depressive tendency at Time 2, nor did depressive tendency at Time 1 predict these constructs at Time 2. However, as hypothesized, reduced personal accomplishment at Time 1 significantly predicted depressive tendency at Time 2, while depressive tendency at Time 1 did not predict reduced personal accomplishment at Time 2. Notably, these cross-lagged models exhibited invariance across gender groups; (3) Moderation analyses revealed that reduced personal accomplishment at Time 1 predicted depressive tendency at Time 2 only among teachers with lower levels of Confucian coping. In contrast, this predictive effect was absent among teachers with higher levels of Confucian coping. Additionally, reduced personal accomplishment at both Time 1 and Time 2 mediated the link between depersonalization at Time 1 and depressive tendency at Time 2. Notably, higher levels of Confucian coping attenuated the mediating role of reduced personal accomplishment in this relationship.
    Our findings shed light on the longitudinal associations between three dimensions of teachers' job burnout and depressive tendency, indicating the central role of reduced personal accomplishment. This suggests that interventions that enhance personal accomplishment may prevent burnout from developing into depression in later stages. Meanwhile, the moderating effect of Confucian coping implies that Chinese Confucian culture might provide designing interventions that target burnout and combine different types of coping.
  • Si Si, Zhang Shun, Su Yan, Zhang Jinghuan
    Journal of Psychological Science. 2026, 49(1): 92-104. https://doi.org/10.16719/j.cnki.1671-6981.20260110
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    The debate about gender differences in creativity has never ceased, but conclusive evidence in favor of either gender has remained elusive. Nevertheless, in recent years, researchers have maintained a strong interest in revealing potential gender differences in creativity, and have attempted to find out the research for gender differences in creativity from the perspectives of “nature” and “nurture”, respectively. Currently, the use of molecular genetic techniques to identify genes associated with creativity and investigate their interactions with the environment (nurture) is a popular approach in creativity reserach. However, it is not known whether there is a gender-specific G×E effect (i.e., G×E×E effect) in the field of creativity. Parental overprotection is an important environmental factor affecting creativity, and its relationship with creativity may be influenced by plasticity genes. Studies have shown that this plasticity is not only affected by a single gene locus, but rather by multiple related genes acting together. Individual cumulative genetic plasticity may be the underlying cause of gender differences in mental development. Therefore, to investigate gender differences in creativity and to reveal the causes of gender differences in creativity, the present study is intended to adopt a genome-wide research strategy to investigate the mechanisms by which multiple genes (polygenic score, PGS) and parental overprotection (father and mother overprotection) interact to influence gender differences in creativity, from the perspective of the combined effects of “nature” and “nurture”.
    The participants in this study were drawn from two samples. Sample 1 included 1,324 undergraduate students (Mage=18.56 years, 37.69% male) while sample 2 included 375 undergraduate students (Mage=18.80 years, 45.87% male). Both samples were of Han Chinese descent only and were free from reported neurological or psychiatric disorders. This study was approved by the Institutional Review Board of our university, and all participants provided informed consent to participate. Before genotyping, participants were required to undergo psychological testing. Subsequently, samples of their peripheral venous blood were collected for genotyping purposes. Participants' creativity and parental overprotection were assessed using the Runco Creativity Assessment Battery (rCAB) and the Parental Bonding Instrument (PBI). Genotyping was conducted using the custom Illumina Infinium® Asian Screening Array (ASA-CHIA) and the Affymetrix Axiom® Genome-Wide CHB 1 and 2 arrays, respectively. Polygenic score (PGS) analysis was used to elucidate the effect of PGS on creativity. Then, multiple linear regression was conducted to test the three-way interaction among PGS, parental overprotection, and gender. To test the reliability of our results, approximately half of the samples were randomly selected and replicated 1,000 times using Bootstrap to conduct regression analyses for internal validation. Finally, the regions of significance (RoS) test was applied to explore whether gender-specific gene-environment interaction conformed to the differential susceptibility model.
    The results revealed that the PGS constructed using the estimate derived from sample 1 significantly predicted verbal and figural creativity in sample 2. Besides, the three-way interaction between PGS, maternal overprotection, and gender on verbal creativity was significant. PGS was associated with verbal creativity when maternal overprotection of males was low, but PGS was not associated with verbal creativity when maternal overprotection of males was high. Finally, further examination of the gene-environment interaction model revealed that the PGS × maternal overprotection effect aligned with the differential susceptibility model. Specifically, males with a high PGS score were more susceptible to maternal overprotection. When maternal overprotection was low, these males tended to perform better; however, when it was high, their performance suffered. Accordingly, differences in cumulative genetic plasticity may be the main cause of gender differences in creativity.
    Overall, these results provided a more precise explanation for the gender differences in creativity, not only emphasizing the need to examine the combined effects of genes associated with creativity but also highlighting the significance and value of integrating the use of multiple genes as well as important environmental indicators to reveal the mechanisms underlying the occurrence of creativity in individuals of different genders. In particular, given that the different “genetic plasticity” of individuals, personalized creativity intervention programs should be developed.
  • Wang Lingfei, Zhang Hang, Bian Yufang
    Journal of Psychological Science. 2026, 49(1): 105-120. https://doi.org/10.16719/j.cnki.1671-6981.20260111
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    Internalizing problems, such as depression, anxiety, and loneliness, refer to disturbances in emotion or mood. These problems can have a detrimental impact on adolescent adaptation and may even lead to severe outcomes in adulthood. These internalizing problems are of particular concern during adolescence, a period characterized by intense physical and mental changes that can exacerbate them. Therefore, it is necessary to explore the factors influencing internalizing problems to develop effective interventions to reduce their prevalence. Since adolescents often interact with their peers in the classroom, peer support plays a pivotal role in alleviating internalizing problems. While previous studies have investigated the effects of perceived peer support on internalizing problems, there is a lack of research examining the influence of peer support on internalizing problems at both group and individual levels. To explore peer support at the group and individual levels, this study employed Social Network Analysis (SNA) to construct peer support networks including all students in a classroom and all their peer support relationships. Additionally, the Hierarchical Linear Model (HLM) was utilized to examine the impact of both group-level and individual-level peer support, as well as the interaction between these two levels, on adolescents' internalizing problems.
    In this study, 4,056 second-year junior high school students from 121 classrooms completed the questionnaire. The peer support network within each classroom was established by having students nominate peers from whom they sought help. Internalizing problems were assessed using the Children's Manifest Anxiety Scale, the Children's Depression Inventory, and the Children's Loneliness Scale. R packages were utilized to calculate metrics for the peer support network, including indicators for individual-level support (e.g., the number of support-seeking relationships and the number of relationships in which one's support was sought) and group-level support (including density and hierarchy). Multilevel data analysis was conducted using HLM 6.0 software.
    The results indicated the following: (1) In terms of individual-level peer support, a negative correlation was found between the number of support-seeking relationships and all three types of internalizing problems, specifically loneliness (β = -.066, p < .001), anxiety (β = -.012, p < .001), and depression (β = -.031, p <.001). Additionally, the number of relationships in which one's support was sought was significantly linked to reduced levels of loneliness (β = -.041, p < .001) and depression (β = -.017, p < .001). (2) Regarding group-level peer support, only the relation between peer support and loneliness was examined among the three types of internalizing problems, as loneliness exhibited significant variation across classrooms (i.e., ICC loneliness = .120 > .050). Specifically, the density of the peer support network was negatively associated with loneliness among students in the classroom (β = -3.575, p < .01). (3) The interaction between individual-level and group-level peer support revealed that the density of the network and the hierarchy of support-seeking relationships moderated the relationship between the number of support-seeking relationships and loneliness (β = .692, p <.01; β = -.038, p < .05).
    In conclusion, at the individual level, adolescents who had more support-seeking relationships experienced lower levels of internalizing problems, and those who had more relationships in which the support was sought also reported lower levels of internalizing problems except for anxiety. At the group level, students in classrooms with higher network density experienced lower loneliness compared to their counterparts. Furthermore, results for the interaction effect partly support the person-culture match theory. Specifically, when compared with their counterparts in high-hierarchy classrooms, students who had more support-seeking relationships in low-hierarchy classrooms tended to experience less loneliness. Conversely, when compared with their counterparts in low-hierarchy classrooms, students who had less support-seeking relationships in high-hierarchy classrooms tended to experience less loneliness. Moreover, compared with counterparts in low-density classrooms, students who had more support-seeking relationships in high-density classrooms tended to report less loneliness. However, students who had fewer support-seeking relationships in high-density classrooms still reported less loneliness than their counterparts in low-density classrooms. Through SNA and multi-level analyses, this study has advanced our understanding of the peer influence on adolescents' internalizing problems. The theoretical and practical implications for reducing adolescents' internalizing problems were also discussed.
  • Social,Personality & Organizational Psychology
  • Li Li, He Jiqiang, Luo Xizi, Xing Shanshan, Zhou Huirong, Zhang Qiyue, Hu Jiali
    Journal of Psychological Science. 2026, 49(1): 121-133. https://doi.org/10.16719/j.cnki.1671-6981.20260112
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    As one of the key prosocial behaviors, cooperative behavior plays a vital role in social development and group cohesion. Therefore, it is essential to investigate the factors that influence it. Previous studies have shown that shared experiences can effectively promote cooperation. However, most of this research has concentrated on physiological stimulation, emotional stimulation, and interpersonal synchronization. Despite being one of the most common experiences in life, task-based shared experiences have received relatively little attention from researchers. Furthermore, few scholars have explored how the success or failure of these shared experiences impacts cooperative behavior. To address these gaps, this study employs three experiments to examine the relationship between task-based shared experiences and cooperative behavior, the underlying mechanisms involved, and the role of success or failure feedback.
    Study 1 investigates the relationship between task-based shared experience and cooperative behavior. The experiment employed a one-way, two-level between-subjects design, with a total of 71 participants randomly assigned to either the task-based common experience group or the task-based different experience group. Participants in the common experience group were required to complete the same task (a memory task), while those in the different experience group were assigned different tasks, with half completing the memory task and the other half completing a summary task. The public goods dilemma was used to measure their cooperative behavior. To rule out alternative explanations, Studies 2a and 2b made minor adjustments to the common/different experiences intervention based on Study 1 and further explored the roles of trust and interpersonal distance in how task-based shared experiences influence cooperative behavior. Study 2a recruited 72 participants, while Study 2b recruited 73. The experimental design and procedures for both studies were similar to those of Study 1, with the following distinctions: Study 2a measured participants' trust using a trust paradigm, while Study 2b assessed interpersonal distance through a questionnaire. Both studies used the Prisoner's Dilemma to evaluate cooperative behavior. Building on Study 2, Study 3 further examines the impact of feedback regarding the success or failure of task-based shared experiences on cooperative behavior. A total of 146 participants were recruited for Study 3, which adopted a 2 (common/different experiences) × 2 (success feedback/failure feedback) experimental design. The interventions for common and different experiences were consistent with those in Study 2; however, participants in the success feedback group were informed that their task was successful, while those in the failure feedback group were told that their task had failed.
    The results of Study 1 support the hypothesis that task-based shared experiences promote cooperative behavior more effectively than task-based different experiences. Findings from Study 2 indicate that trust and interpersonal distance mediate the influence of task-based shared experiences on cooperative behavior, which not only supports the hypothesis but also aligns with the predictions of self-categorization theory. Study 3 reveals that successful task-based shared experiences encourage cooperative behavior more than successful task-based different experiences, while the cooperative behavior of the failed task-based shared experiences group is lower than that of the failed task-based different experiences group. Notably, interpersonal distance plays a significant mediating role only under the condition of success feedback, which partially supports the hypothesis.
    This study indicates that task-based shared experiences influence the occurrence of cooperative behavior, with trust and interpersonal distance serving as mediating factors in this process. Furthermore, the outcome of these task-based shared experiences-be it a success or failure-moderates their impact on cooperative behavior. Notably, trust loses its mediating role when participants receive feedback regarding the success or failure of their task-based shared experiences. This finding suggests opportunities for future research to investigate the underlying reasons and boundary conditions associated with these dynamics.
  • Yin Jun, Sun Hongli, Wang Xiaoting, Ai Dangfeng, Zhou Wenying, He Xiaoyan
    Journal of Psychological Science. 2026, 49(1): 134-144. https://doi.org/10.16719/j.cnki.1671-6981.20260113
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    School bullying poses serious risks to the students' physical and mental health. As an important source of social support for victims, teachers can play a crucial role in stopping bullying when students reach out for help. Despite the proven effectiveness of seeking help from teachers, few students choose this option. Research has found that peer norms are a major barrier, especially the norm that peers disapprove of seeking help from teachers, which strongly affects students' willingness to ask for assistance. A large body of research focuses on static peer norms—those that reflect how common a behavior or attitude is at a specific moment in time. However, peer norms can also be dynamic, reflecting changes in behaviors and attitudes over time. Dynamic peer norms are more effective in promoting behavioral change, as they encourage individuals to anticipate future normative shifts and motivate them to adjust their actions accordingly.
    In this study, we aim to investigate whether and how dynamic peer norms enhance students' willingness to seek help from teachers in bullying situations. We hypothesize that dynamic peer norms, characterized by an increasing trend in help-seeking behavior from the past to the present, will lead students to anticipate a continued upward trend in the future (i.e., preconformity). This anticipation is expected to encourage alignment with the dynamic norms, thereby increasing their willingness to seek help. To examine this hypothesis, we conducted two experiments. Experiment 1 examined whether dynamic peer norms enhance students' willingness to seek help compared to static peer norms, dynamic unrelated norms, and control conditions. Experiment 2, consisting of three sub-experiments (2a, 2b, and 2c), aimed to replicate these effects and examine the mediating role of anticipated increases in future help-seeking behavior (i.e., preconformity).
    The results showed that: (1) students in the dynamic peer norms condition (M = 5.16, SD = 1.53) reported a greater willingness to seek help from teachers than those in the static peer norms condition (M = 4.29, SD = 1.54), the dynamic unrelated norms condition (M = 4.39, SD = 1.63), and the control condition (M = 4.24, SD = 1.44; Experiment 1). (2) Students in the dynamic peer norms condition (M = 5.57, SD = .97; M = 73.07%, SD = 15.59%) reported greater anticipation of future help-seeking behavior from teachers than those in the static peer norms condition (M = 4.63, SD = 1.41; M = 58.07%, SD = 21.94%), and the dynamic irrelevant norms condition (M = 4.86, SD = 1.37; M = 62.43%, SD = 22.84%; Experiment 2a). (3) Students in the future growth dynamic peer norms condition (M = 6.04, SD = 1.26) reported a higher willingness to seek help from teachers than those in the static peer norm condition (M = 4.54, SD = 2.03) and the no future-growth dynamic peer norms condition (M = 4.94, SD = 1.91; Experiment 2b). (4) Preconformity partially mediates the relationship between dynamic peer norms and students' willingness to seek help from teachers, indirect effect scores = .16, 95% CI = [.03, .34]; indirect effect percentages = .12, 95% CI = [.02, .28] (Experiment 2c).
    Our findings suggest that dynamic peer norms can increase students' willingness to seek teacher intervention in bullying situations by fostering preconformity. To reduce the prevalence of school bullying, schools and educators are encouraged to implement strategies that motivate victims to seek help from teachers. For example, educators could highlight dynamic peer norms by showing the growing number of students who support seeking teacher assistance when bullied, thereby empowering victims to take action.
  • Chen Chao, Zhang Shuman
    Journal of Psychological Science. 2026, 49(1): 145-155. https://doi.org/10.16719/j.cnki.1671-6981.20260114
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    To address the common "free-rider" phenomenon in teams, members often focus on the performance outcomes or behaviors of their colleagues. This includes directly expressing dissatisfaction with colleagues who violate team norms or engage in other inappropriate behaviors, and warning underperforming members. Thus, peer monitoring permeates the entire team innovation process and has a significant impact on team innovation. It is worth noting that due to differences in expertise, personality, abilities, and other aspects among team members, there are inevitably differences in how members monitor their colleagues. Specifically, some team members exhibit a high level of peer monitoring, they not only actively encourage other members to increase their work effort but also explicitly point out the potential negative consequences of low performance. They may also attempt to evoke feelings of guilt in members who lack team spirit or engage in non-compliant behaviors. While some members participate less in peer monitoring, or even completely disregard whether others are acting in ways that are consistent with achieving team consistency goals, this leads to the inevitable phenomenon of peer monitoring differentiation within the team. Therefore, based upon the categorization-elaboration model (CEM), this research explores how and when peer monitoring differentiation influences team innovation.
    By employing statistical analysis method (i.e., SPSS) and analyzing the data from 82 groups with 440 members with a multiple-source and time-lagged research design, the present study obtained the following results. First, task conflict resolution efficacy could significantly moderate the relationship between peer monitoring differentiation and team innovation. Second, task conflict resolution efficacy could significantly moderate the relationship between peer monitoring differentiation and team learning from failure. Specifically, under high-level task conflict resolution efficacy, peer monitoring differentiation can promote team learning from failure. However, under low-level task conflict resolution efficacy, peer monitoring differentiation can hinder team learning from failure. Third, team learning from failure can directly enhance team innovation. Finally, team learning from failure can mediate the moderated relationship between peer monitoring differentiation, task conflict resolution efficacy, and team innovation.
    This paper makes the following theoretical contributions. First, peer monitoring, a common phenomenon in teams, has increasingly attracted the attention of scholars. However, the impact of peer monitoring differentiation on team outputs, especially team innovation, remains unclear. Through an integrated approach involving moderation and mediation analysis, this study delves into the critical theoretical and practical question of "When and how does peer monitoring differentiation affect team innovation?" The findings elucidate the "black box" mechanism of coworker supervision differentiation's influence on team innovation performance, providing theoretical insights for preventing its negative impacts and harnessing its positive effects. Second, CEM emphasizes the significant regulatory role of task demands on team diversity and team outputs. Furthermore, scholars have called for more exploration of the effects of task conflict resolution efficacy. Based on this, the study discovers the "double-edged sword" effect of peer monitoring differentiation on team learning from failure and examines task conflict resolution efficacy as a moderating variable. Grounded in the CEM, by integrating research on both coworker supervision differentiation and task conflict resolution efficacy, this paper enriches the regulatory mechanisms of coworker supervision differentiation and deepens the investigation into the effects of task conflict resolution efficacy. Third, a literature review reveals that the process through which peer monitoring differentiation affects team innovation is still unclear. Based on the CEM, this study explores how peer monitoring differentiation, moderated by task conflict resolution efficacy, affects team innovation performance through team learning from failure, which embodies thorough information integration and processing. These findings help scholars enhance their understanding of the pathway mechanisms between coworker supervision differentiation and team innovation performance, further supplementing the process mechanism research on coworker supervision differentiation.
  • Wu Xuyao, Guo Xiaolin, Li Ye
    Journal of Psychological Science. 2026, 49(1): 156-167. https://doi.org/10.16719/j.cnki.1671-6981.20260115
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    With the rapid advancement of digital technology, the benefits of telecommuting are becoming increasingly apparent. Telecommuting can reduce organizational operating costs and increase employee flexibility. As a result, both employees and organizations are increasingly adopting the teleworking model. However, advancing technology is often a mixed blessing, and telecommuting is no exception. Telecommuting can blur the boundaries between home and work and potentially undermine interpersonal interactions between employees. A key feature of telecommuting is separation, which generates social isolation and occupational segregation. Unfortunately, the isolation incurred by telecommuting may reduce employees' perception of the “humanity” of their colleagues. In other words, telecommuting may lead to the objectification of the workplace. This study built a framework based on construal-level theory to explore the effects of telecommuting on workplace objectification and its underlying psychological mechanisms. Furthermore, drawing on the social presence theory, this study attempted to explore a way to mitigate the negative effects of telecommuting on workplace objectification.
    This research consisted of three studies. Study 1 (n = 135) examined the causal relationship between telecommuting and workplace objectification through an online experiment, and initially identified the mediating role of psychological distance. Specifically, in Study 1, participants in the telecommuting group (vs. the traditional face-to-face office group) read a passage about the work routine of a telecommuter (vs. traditional face-to-face office worker) and then completed the Psychological Distance Scale and the Workplace Objectification Scale. To minimize social desirability bias, participants were instructed to respond to these questionnaires as the telecommuter (vs. traditional face-to-face office worker) would respond in the material. Study 2 (n = 128) used a mediator-blocking manipulation to identify the causal relationship between psychological distance and workplace objectification in an online experiment, again identifying the mediating role of psychological distance. Specifically, after being primed with high (vs. low) psychological distance in a telework context, participants completed the Workplace Objectification Scale. By comparing different communication styles (telework via text vs. telework via both text, voice, and video vs. face-to-face non-telework), Study 3 (n = 139) sought to explore whether enriching communication in telework could be a way to mitigate the effects of telework on workplace objectification.
    The main findings of this study are as follows. First, compared to traditional face-to-face office modes, telework models exacerbate workplace objectification. Second, psychological distance plays a mediating role between telecommuting and workplace objectification. Specifically, telecommuting increases psychological distance compared to traditional face-to-face office modes, thereby exacerbating workplace objectification. Finally, the effects of telecommuting on workplace objectification can be mitigated by enriching telecommuting. Teleworkers who use a combination of text, video, and voice communication or traditional office workers, are less likely to objectify others than teleworkers who use text communication only. Moreover, teleworkers who use a combination of text, video, and voice communication are also less likely to objectify others than traditional office workers. This is because multiple forms of communication reduce the psychological distance between telecommuters and others, thereby reducing the objectification of others in the workplace.
    This study highlights the negative effects of telecommuting and emphasizes that organizations and employees should consider the pros and cons of telecommuting dialectically. While telecommuting offers employees greater work flexibility, it can also increase the psychological distance between employees, leading to workplace objectification. Fortunately, the effect of telecommuting on workplace objectification can be mitigated by enriching the ways telecommuters communicate with their colleagues. This suggests that organizations could try to encourage telecommuters to use a variety of communication methods to interact with others and reduce these negative effects. In addition, encouraging more informal communication between employees may help to bridge the psychological distance and further reduce workplace objectification.
  • Yang Lei, Yu Zhaoliang, Chen Weiyang, Zhong Nian
    Journal of Psychological Science. 2026, 49(1): 168-179. https://doi.org/10.16719/j.cnki.1671-6981.20260116
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    Cultural inheritance is recognized as an essential element of traditional cultures, encompassing the intergenerational transmission of core values, norms, and traditions. It contributes to the formation of national consciousness and creative adaptation of cultural elements, which are both crucial for societal progress and the ongoing development of civilization. With the increasing globalization and modernization of today, there is an urgent need to look into the factors contributing to sustainable cultural inheritance to prevent the loss of valuable cultural elements and foster greater cultural adaptations and preservations among future generations. Hence, the present study focuses on the psychological antecedents of one's willingness to engage in cultural inheritance. We explored whether perceived collective continuity would lead to willingness to inherit traditional culture, and how it influences cultural inheritance intentions through the potential mediating role of awe in one's culture.
    The current study consists of five sub-studies, with a total of 1,324 Chinese participants. Study 1a (N = 317) employed a cross-sectional survey method to examine the correlational relationship between perceived collective continuity and the willingness to inherit traditional culture among university students. Employing a similar cross-sectional design, Study 1b(N = 475)further tested the correlational relationship between parents' perceived collective continuity and their willingness to transfer traditions directed towards their children. Aiming to demonstrate the causal relationship between the aforementioned variables, Study 2(N = 185)employed a single-factor, two-level experimental design to examine whether induced perceived collective continuity leads to intentions for cultural inheritance. Using cross-sectional survey and experimental methods, Studies 3(N = 185)and 4(N = 162)tested the mediating role of awe in culture in the relationship between perceived collective continuity and the willingness to inherit traditional culture.
    The results across these studies consistently indicated that perceived collective continuity positively predicts the willingness to inherit traditional culture. Moreover, the effect of perceived collective continuity on willingness to inherit traditional culture was found to be mediated by awe in culture. Specifically, Study 1a revealed a positive correlation between perceived collective continuity and the general willingness to inherit traditional culture among university students. Study 1b showed that perceived collective continuity among parents is positively correlated with both general and specific willingness to transfer traditions directed towards their children. The causal link between perceived collective continuity and willingness to inherit traditional culture is empirically supported by Study 2. Furthermore, Study 3 found that experiencing awe in culture mediated the relationship between perceived collective continuity and the willingness to inherit traditional culture. Specifically, perceived cultural and historical continuity predicted an enhanced sense of awe in culture, which in turn predicted increased willingness to engage in traditional inheritance-related activities. Study 4 replicated the main findings of Studies 1 to 3, and found that induced perceived collective continuity promoted both general and specific willingness for cultural inheritance. Interestingly, awe in culture was found to mediate the relationship between perceived collective continuity and general willingness to inherit traditional culture but not specific willingness to inherit traditional culture.
    This study not only elucidates the specific socioemotional mechanisms that could foster willingness to inherit traditional culture, but also broadens our understanding of the prosocial effects of awe in a cultural context. It extends examination of awe subtypes beyond nature-related experiences and further explores the effects of perceived collective continuity, expanding this area of research from the intergroup-related domain to the cultural domain. Integrating these psychological insights into the framework of cultural transmission offers valuable theoretical contributions to the understanding of cultural sustainability. Furthermore, this research contributes to practical implications for policymakers and educators in better preserving and revitalizing traditional culture to enrich the lives of future generations.
    In summary, the present research found that individuals' perceptions of cultural and historical continuity predict greater intentions to engage in activities related to the inheritance of traditional culture, and this predictive relationship is mediated by individuals' experiences of awe in culture.
  • Gao Wen, Gong Rui, Wei Jianhua, Wang Can
    Journal of Psychological Science. 2026, 49(1): 180-190. https://doi.org/10.16719/j.cnki.1671-6981.20260117
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    The third-person effect refers to the perception that media messages affect others more than they affect oneself. This effect exists widely in traditional media. Individuals are increasingly using social media to seek and share information. Unlike traditional media, social media can provide users with some metrics (e.g., likes, comments, and forwards) to refer to the attitudes of others toward a particular message, which may affect people's perceptions of the message's impact. However, previous studies have yielded mixed conclusions regarding the relationship between social media metrics and the third-person effect. It may relate to problems in experimental design, materials, and research methods. Moreover, the personal relevance of information may also play a significant role in the relationship mentioned above. Eye-tracking data indicate that high-relevance information can gain more fixation time and points than low-relevance information. Therefore, this study employed a behavioral experiment combined with eye-tracking techniques to examine the impact of social media metrics and the information personal relevance on the third-person effect, which consists of the influence of information on oneself and the influence of information on others.
    This study employed a 3 (social media metrics: low, medium, and high) × 2 (personal relevance: low and high) within-subjects experimental design. Ninety-nine undergraduates and graduates were randomly recruited from a university in Dalian, China. After excluding 12 participants due to incomplete or unusable eye-tracking data, 87 valid participants were retained (24 males and 63 females). Their ages ranged from 18 to 28 years (M = 21.24, SD = 2.39). The experimental materials included six Weibo posts, which consisted of social media metrics and health information texts covering three types of diseases: infectious, major, and chronic. A preliminary survey showed that these health messages could trigger third-person effects in the absence of a social media framework and metrics. During the formal experiment, each post was presented randomly on a computer screen. After viewing the post freely, participants evaluated the two indicators of the third-person effect using rating scales. Eye-tracking data were recorded synchronously and divided into two regions of interest: the text and the metrics.
    The results showed that health information triggered a third-person effect when social media metrics were in the thousands or tens of thousands; conversely, a first-person effect was triggered when metrics were in the single digits or tens. High-relevance information led to a third-person effect, whereas low-relevance information triggered a first-person effect. Social media metrics and information personal relevance, the two independent variables in this study, had significant main effects and interactions on the third-person effect and its two indicators, except for the personal relevance of information, which did not affect the perceived influence of information on others. According to the eye-tracking data, the higher the social media metrics, the longer participants' total fixation time on the text and metrics in the post; the same pattern was observed for the personal relevance of information. However, in the high metrics condition, participants spent more time fixing on low-relevance information than on high-relevance information.
    According to the results, whether health information on social media triggers third-person effects is determined by the interaction between social media metrics and information personal relevance. When judging the impact of a message on others, people rely on social media metrics, but when judging its impact on themselves, they further consider the personal relevance of the information. Social media metrics and information personal relevance may enhance the accuracy of information processing by strengthening both external and internal motivations. High social media metrics are important as heuristic cues in most conditions. When high metrics appear with low-relevance information, people may experience cognitive dissonance and thus invest more effort in processing to restore cognitive balance. Such cognitive processing promotes users' comprehension and processing of the information, leading to behaviors consistent with the feedback from others.
  • Research on Social Psychological Service in the New Era
  • He Jiajie, Zhong Peizhi, Mao Jian, Wei Junfeng, Chen Tingfang, Xiao He, Chen Jiarong, Nie Yangang
    Journal of Psychological Science. 2026, 49(1): 191-206. https://doi.org/10.16719/j.cnki.1671-6981.20260118
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    School bullying refers to the deliberate acts of aggression perpetrated by students against their peers within the school environment through physical, verbal, relational, or online means, typically stemming from imbalances in physical strength or social power. Previous research has demonstrated that school bullying affects the self-aggression and subjective well-being of children and adolescents, with the effects varying by gender and educational stage. However, most relevant studies rely on latent variable modeling, a method that specializes in capturing the commonality among factors but is not suitable for uncovering the complex relationships between factors. In comparison, network analysis is an approach that enables the concurrent examination of connections between a group of variables. Such means of assessment can unveil the characteristics of the network constituted by the variables. Hence, the present study employed this analytical approach to investigate the network characteristics of school bullying, self-aggression, and subjective well-being among children and adolescents.
    This study utilized the Chinese version of the Olweus bullying and victimization questionnaire, the Oxford Happiness Questionnaire short scale, the Non-suicidal Self-injury Scale, and the Suicidal Ideation Questionnaire. Data were collected from 12,927 Chinese children and adolescents ranging from primary to senior high school (Mage = 14.16 years, SD = 2.48 years, 49.4% female). Network analysis was conducted to examine the network structure and bridge nodes among school bullying, self-aggression, and subjective well-being, as well as differences in these networks by gender and educational stage . In addition, a Directed Acyclic Graph (DAG) analysis was employed to elucidate the potential causal pathways and directional relationships among the investigated variables.
    The results showed that 17.2% of the surveyed children and adolescents were involved in school bullying, with higher involvement rates among boys compared to girls and with involvement rates decreasing as the educational stage increased. The bridge nodes in the network were suicidal ideation, being verbally abused, being social isolated, verbally abusing oneself, and biting oneself, reflecting their crucial role in the overall network and demonstrating their importance in connecting different variables. The network's structure and overall connectivity were consistent across genders, while the bridge nodes were slightly different, indicating overall cross-gender stability. However, there were differences in bridge nodes across educational stages, though the network structure remained stable, and overall connectivity increased with advancing educational stages. This suggests that, while bridge nodes vary somewhat across stages, the interconnection between school bullying, self-aggression, and subjective well-being becomes tighter as students transition from primary to senior high school. The relationship is complex between being bullied and bullying. Being verbally abused and being sociol isolated have direct effects on self-harm and subjective well-being. Suicidal ideation is a core node that connects school bullying and subjective well-being and may serve as a potential mediator. There is a complex interplay between subjective well-being and suicidal ideation. Enhancing a sense of meaning and satisfied with life could be a potential focus of interventions to address suicidal ideation in bullied youth and improve their subjective well-being.
    These findings offer critical implications for intervention. First, the continued prevalence of school bullying among Chinese children and adolescents, particularly among boys and younger students, calls for urgent attention, Second, interventions for bullied children and adolescents should focus on the bridge nodes between school bullying, self-aggression, and subjective well-being. When intervening in school bullying, particular attention should be paid to behaviors such as verbal abuse, isolation, and insults, with immediate prohibition of such behaviors with appropriate criticism, education, and even punishment of perpetrators. For victims, monitoring and early intervention for suicidal ideation is crucial, and enhancing the sense of life meaning and satisfied with life may be a key objective of intervention. Lastly, given that the network characteristics differ across educational stages, more precise intervention plans should be designed for different stages to effectively mitigate the impact of school bullying and improve the mental health of children and adolescents.
  • Psychological statistics, Psychometrics & Methods
  • Li Xiaopei, Peng Siwei, Wang Qin, Cai Yan
    Journal of Psychological Science. 2026, 49(1): 207-224. https://doi.org/10.16719/j.cnki.1671-6981.20260119
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    With the advancement in psychological and educational testing, researchers have increasingly focused not only on measuring the abilities or traits of test takers, but also on assessing their mastery of specific knowledge structures. As a result, cognitive diagnostic assessment has become a major focus within the fields of psychological and educational measurement. In practice, however, both general and cognitive diagnostic tests frequently reveal abnormal response patterns from test takers, including missing responses and random guessing, which can be attributed to either individual characteristics or item properties. These abnormal responses can introduce biases in parameter estimation, thereby threatening the reliability and validity of the tests. Addressing these common abnormal response patterns is crucial for accurate data analysis. While much of the existing research on abnormal responses has been concentrated within the Item Response Theory (IRT) framework, there is a notable lack of work in the cognitive diagnosis domain, which remains in its early stages of development. Inspired by the IRTree framework, this study develops a novel cognitive diagnostic model that simultaneously accounts for missing responses and random guessing. This innovative model seeks to enhance the representation of abnormal response patterns within cognitive diagnostic assessments, offering significant implications for future research.
    The paper begins with a comprehensive review of relevant concepts, theories, and prior research. It then details the modeling approach and framework of the new model, including the prior information for parameter settings and the Markov Chain Monte Carlo (MCMC) estimation method. A 3×2×2×4 four-factorial experimental design is employed, varying the proportions of missing responses (2.5%, 5%, 10%), proportions of random guessing (2.5%, 5%), sample sizes (1000, 1500), and handling methods (IRTree-LCDM, LCDM-FCS, LCDM-CIM, LCDM-ZR). This simulation study evaluates the parameter estimation accuracy and robustness of the new model and compares its attribute classification accuracy with traditional cognitive diagnostic models using different methods to handle missing values (i.e., full conditional specification, corrected item mean imputation, and zero replacement). Finally, the new model is applied to real data from the 8th-grade mathematics test of TIMSS 2019. The fit of the new model to the data is compared with that of traditional cognitive diagnostic models, and typical test-takers are analyzed to illustrate the advantages and practical value of the new model.
    Results show that: (1)Compared to traditional LCDM using FCS, CIM, and ZR for handling missing data, the newly developed IRTree-LCDM exhibits superior parameter estimation and diagnostic precision. The average Attribute Classification Correct Rate (ACCR) for test takers exceeds 0.946, while the average Pattern Classification Correct Rate (PCCR) reaches .783. (2)The proportion of abnormal response patterns affects the classification accuracy of attributes and patterns; the higher the proportion of abnormal responses, the lower the classification accuracy. However, compared to traditional LCDM (using FCS, CIM, and ZR methods for missing data imputation), the new model shows significant advantages in handling missing responses and random guessing. (3)Compared to traditional LCDM (using ZR for missing data imputation), IRTree-LCDM performs better in actual tests, providing more reasonable estimates of test takers' attribute mastery patterns.
    In conclusion, the IRTree-LCDM model demonstrates significant value and importance in handling abnormal responses.
  • Clinical Psychology & Consulting
  • Chen Yidi, Miao Miao, Zheng Lei, Ma Jinjin, Gan Yiqun
    Journal of Psychological Science. 2026, 49(1): 225-237. https://doi.org/10.16719/j.cnki.1671-6981.20260120
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    Recent research on stress has gradually shifted from a disease-oriented approach to a health-oriented approach. Studies have shown that not everyone who experiences stress is likely to be dysfunctional, and in some circumstances, stress can have positive effects and stress-related growth, with meaning-making being one of the important factors. Meaning-making is a coping strategy aimed at changing the way individuals assess situations and better align their beliefs and goals with stressful situations. This strategy can help individuals cope with stress and achieve stress-related growth. Efforts to facilitate meaning-making interventions to promote stress-related growth are scarce but necessary. In the present study, a low-intensity, online meaning-making intervention was conducted to promote stress-related growth.
    The results of this study verified the effectiveness of a seven-day, low-intensity online intervention for meaning-making. Regarding methodology, a randomized controlled trial was conducted. The study was developed according to a 3 (time: pre-test vs. post-test vs. follow-up) × 2 (group: meaning-making intervention group vs. waiting-list group) mixed experimental design. Accordingly, 230 college students were randomly assigned to an intervention or waiting-list group. A total of 76 participants completed the pre-and post-test, follow-up, and the seven-day online intervention, while 78 participants on the waiting list completed the pre-test, post-test, and follow-up. For ethical reasons, participants in the waiting list group also received a seven-day online meaning-making intervention after all measurements were completed. The intervention consisted of psychoeducation on meaning-making, the application of skills for meaning-making while experiencing stress, and a photographic intervention lasting seven days. In order to ensure the smooth running of the low-intensity online intervention, before the intervention started, the Meaning-making Intervention Operation Manual H5 page was created by the researcher according to the intervention content and the operation rules of the Fun Practice platform, which contained the operation process and the notes as well as the common problems that might be encountered during intervention. The study was pre-registered in the osf platform.
    The results of the pre- and post-tests indicated an immediate effect of the intervention, with significant time and group interactions when the dependent variables were positive emotions, meaning-making, stress-related growth, perceived stress, anxiety, depression, and negative emotions after controlling for gender, age, and meaning in life on the pre-test. The intervention group had significantly greater increases in positive emotions, meaning-making, and stress-related growth on the post-test, with large effect sizes. The promoting effects on positive emotions, meaning-making, and stress-related growth were maintained in the intervention group at the one-month follow-up. The intervention group also showed significantly higher decreases in negative emotions on the post-test, with large effect sizes. The positive effects on negative mental health outcomes were maintained in the intervention group at the one-month follow-up. The mediation effect analysis highlights the mechanism of the improvement in stress-related growth. The intervention increases individual stress-related growth by enhancing meaning-making.
    The present study is the first to demonstrate that an integrated meaning-making intervention can promote stress-related growth and enhance positive emotions when an individual is experiencing stress. Specifically, participants in the intervention group had higher elevations in meaning-making and stress-related growth compared to those on the waiting list. Furthermore, participants in the intervention group were able to maintain these higher levels at the one-month post-test. The low-intensity online intervention used in the study was accompanied by a manual that did not require professional instruction and was very user-friendly. This approach would be a convenient strategy for the public when attempting to cope with psychological stress during an epidemic or other stressful situation. The intervention conveys the message that individuals can find meaning or make meaning whether stressful life events are positive or negative. Moreover, they can thrive in the midst of suffering and ordinariness.
  • Theories & History of Psychology
  • Tan Yingying, Zhang Ran, Ye Zheng, Zhou Xiaolin
    Journal of Psychological Science. 2026, 49(1): 238-251. https://doi.org/10.16719/j.cnki.1671-6981.20260121
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    The basal ganglia (BG) are a group of subcortical nuclei that play critical roles in motor control, reinforcement learning, and language processing. Anatomically, the BG include the striatum, globus pallidus, subthalamic nucleus, and substantia nigra, which are closely connected to the cerebral cortex. Traditionally, the BG have been implicated primarily in motor functions. However, emerging evidence has shown that they also play important roles in language processing. Patients with BG dysfunction, such as those with Parkinson's disease or Huntington's disease, exhibit not only motor impairments but also a range of language disorders. These findings challenge traditional Broca-Wernicke-Geschwind language model, suggesting that both cortical and subcortical structures, particularly the BG, are essential for language function.
    While earlier research has primarily focused on the role of the BG in speech production, recent studies have expanded the scope to encompass language comprehension. Although language comprehension and production share certain neural mechanisms, they also involve distinct processes. It remains unclear, however, whether the different BG nuclei contribute differently to various aspects of language comprehension, such as semantics, syntax, phonology, and pragmatics. This review summarizes research using methods from neuropsychology, neuroimaging, and psychopharmacology to address these questions.
    Our review indicates that the dorsal striatum, composed of the caudate and putamen, is crucial for regulating almost all aspects of language comprehension. During both semantic and syntactic processing, the dorsal striatum is involved in monitoring and modulating information selection, activating goal-relevant information while inhibiting irrelevant or less-preferred ones. Neuroimaging studies reveal an anterior-posterior gradient within the dorsomedial striatum, with more anterior regions supporting complex syntactic processing. Moreover, the dorsal striatum is involved in pragmatic processing, as it coactivates with the frontal-temporal network to generate context-appropriate meanings. Studies also suggest that the putamen contributes uniquely to phonological processing. In contrast, the globus pallidus and subthalamic nucleus, which are commonly targeted in deep brain stimulation (DBS) for medical treatment, are primarily linked to speech production. Although some studies suggest their involvement in semantic and syntactic processing, others have failed to observe activation in these areas. Further research is necessary to clarify the precise role of these nuclei in language processing.
    Beyond the BG nuclei themselves, the catecholaminergic (CA) system—particularly dopamine (DA) and norepinephrine (NA)—plays a crucial role in language comprehension via the fronto-striatal pathway. Closely interconnected with the basal ganglia, this system not only modulates motor function but also supports higher-order cognitive processes, including multiple aspects of language. The role of CAs in semantic processing has gained considerable attention. Patients with BG dysfunctions often exhibit deficits in semantic, syntactic, and pragmatic processing. Recent pharmacological studies in healthy individuals have shown that CA stimulants (e.g., levodopa and methylphenidate) causally enhance the semantic and syntactic unification, even when language processing per se is goal-irrelevant. These findings demonstrate that higher CA levels may further amplify the importance of language processing through modulating fronto-striatal connectivity.
    A central question in current research is whether the BG support language comprehension through mechanisms that are language-specific or domain-general mechanisms. The domain-general view, supported by evidence from neuroimaging, neuropsychological, and bilingual-switching studies, proposes that the BG—particularly the caudate nucleus and putamen—modulate cognitive control processes such as selection, monitoring, and resource allocation across both linguistic and non-linguistic tasks. In contrast, the language-specific view argues that certain BG-frontal circuits are specialized for language, with some neuropsychological and fMRI studies showing comprehension deficits or heightened fronto-striatal sensitivity in language tasks independent of general executive dysfunction. While current findings largely favor a domain-general regulatory role, the BG may exert finer-grained, potentially specialized control in specific linguistic domains, such as syntactic processing. Resolving this issue is critical for addressing a longstanding debate in psycholinguistics: whether language processing relies solely on shared neural resources or also engages dedicated neural mechanisms.
    In summary, this review underscores the distinctive role of the BG in language comprehension, highlighting functional specializations among its nuclei. Several critical questions, however, remain unanswered. Future research should move beyond isolated activation patterns to systematically map the division of labor and coordination among BG nuclei, as well as their interactions with cortical language networks, using advanced techniques such as high-resolution diffusion imaging, laminar fMRI, intracranial recordings, and psychopharmacology. A central priority is to clarify whether BG regulatory functions are language-specific or domain-general by directly comparing linguistic and non-linguistic tasks with temporally precise (MEG/EEG) and spatially precise (ultra-high-field fMRI) measures. The catecholaminergic system—particularly dopamine and norepinephrine—also warrants focused investigation to disentangle their distinct and potentially non-linear contributions, integrating pharmacological, genetic, and MR spectroscopy approaches to assess neurotransmitter concentrations, receptor distributions, and connectivity effects. Finally, the role of neural plasticity, especially the bilingualism-induced structural and functional adaptations, should be incorporated into dynamic, developmentally informed models of BG-language interaction. These models should be supported by longitudinal, multimodal imaging to link language experience with functional network reorganization.