Subjects: Psychology >> Medical Psychology submitted time 2024-01-18
Abstract： Social interaction impairment is one of the core symptoms of children with Autistic Spectrum Disorders (ASD) which requires early intervention for successful social skills. The conventional approaches of psychological rehabilitation have many limitations such as time consuming, high cost, and shortage of professional rehabilitation therapists. With the development of artificial intelligence, social robots with their unique strengths are widely used in improving social interactions of children with ASD. This paper discusses the potential of social robots in the treatment of autism spectrum disorder and the current applications of social robots for the therapeutic treatment of joint attention, self-initiations, motor imitation, and other social function in ASD patients. It also analyzes the strengths and weaknesses of social robots during the intervention in terms of experimental environments and methods among other factors. It is proposed that future research can be conducted to develop new social scenarios based on the characteristics of human-robot interaction; combine multimodality and brain science and technology to reveal the psychological process of human-robot interaction; construct closed-loop systems for social robots by leveraging the advancing artificial intelligence technology.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Intertemporal decision-making refers to the phenomena that people always give less weight to future gains and losses than recent gains and losses. Although controversial, Mischel and colleagues had demonstrated that children with higher delay gratification ability had higher academic achievement later in life through the famous “Marshmallow Experiment”. Both delay gratification and inter-temporal choice deal with the decision-making behavior over time. Previous studies had discovered three neural network systems that support intertemporal decision making in the adult brain, but few evidences had been reported in children. These brain network systems were mainly located in the frontal cortex, which developed rapidly in children and adolescents. The current study aimed to provide a comprehensive survey for understanding the dynamic development of inter-temporal decision-making in children and adolescents in mainland China within the critical period of the inter-temporal decision-making by cross-sectional and longitudinal designs. Neuroimaging data will also be collected to examine the relationship between intertemporal decision-making development and brain mutation, with a special focus on the prefrontal-striatum neural network. Finally, a model with multimodal neuroimaging and behavioral fusion would be proposed to predict the inter-temporal decision-making ability. These evidences would provide services for parents, schools, as well as the society to cultivate and improve the intertemporal decision-making ability in children and adolescents.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： We live in a highly interdependent world. Even if we do not directly interact with others, our own behaviors can have an indirect impact on others. Such behaviors that indirectly bring benefits to others are defined as considerate, socially-mindful actions. In this study, we examined preschoolers’ evaluation of considerate socially-mindful actions; importantly, we also explored the underlying developmental mechanisms by examining its potential relationship to the development of theory-of-mind abilities. A total of 100 children aged 4~6 were recruited in this study. In the social mindfulness task, children were asked to compare two story characters, both of whom were to choose snack at snack time. One of the characters leaves a choice for the person waiting behind when she took a piece of fruit for herself (i.e., acts socially mindful), while the other character in a similar situation leaves no choice for the person waiting behind (i.e., does not act socially mindful). Children were then asked 1) which of these two characters was nicer and 2) who they would prefer to choose as a friend. In addition, children were also administered theory-of-mind tasks (including the content false belief task, location false belief task, and hidden emotion task). We also measured children’s prosocial orientation (by a sharing task) and executive functioning capacity (by a Day/Night Stroop task) as controlling variables. We found that, first, with age, children increasingly rated the socially-mindful character as nicer than the character who left no choice, and increasingly selected the socially-mindful character as a friend. Second, when controlling for age, children's evaluations and friend preference in the social mindfulness task was significantly positively correlated with their theory-of-mind, but was not correlated with their sharing behaviors or executive functioning. Such correlation remained significant when controlling for sharing and executive functioning. In summary, between the ages 4 and 6, children gradually develop an understanding and evaluation of social mindfulness, and such development is correlated with the development of theory-of-mind abilities. These findings provide insights for our understanding of children's social and moral evaluation and its underlying developmental mechanism.
Subjects: Psychology >> Management Psychology submitted time 2023-02-22
Abstract：
The construct of family motivation has promoted the progress of work motivation research to a large extent and provided a new perspective for insights into employees’ work behaviors. However, existing research mainly focuses on the prosocial nature of family motivation, while ignored its work motivation nature. Therefore, from a work motivation perspective, this study proposes that family motivation has two independent dimensions (i.e., level and internalization) and focuses on the effect of family motivation on organizational citizenship behaviors (OCBs) and its subsequent interpersonal influences. This study first examines how family motivation predicts employees’ OCBs from the actor perspective, and then explores observers’ (i.e., interviewers’) overall perception of applicants with varied family motivation in job interviews and how observers (i.e., leaders) attribute and react to OCBs performed by employees with varied family motivation from the observer perspective. Taking both the actor and observer perspectives, this research attempts to gain a comprehensive insight into the work motivation nature of family motivation, its impact on employees’ extra-role work behaviors and to provide guidance for managerial practices.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2022-03-16
Abstract：
We live in a highly interdependent world. Even if we do not directly interact with others, our own behaviors can have an indirect impact on others. Such behaviors that indirectly bring benefits to others are defined as considerate, socially-mindful actions. In this study, we examined preschoolers’ evaluation of considerate socially-mindful actions; importantly, we also explored the underlying developmental mechanisms by examining its potential relationship to the development of theory-of-mind abilities. A total of 100 children aged 4~6 were recruited in this study. In the social mindfulness task, children were asked to compare two story characters, both of whom were to choose snack at snack time. One of the characters leaves a choice for the person waiting behind when she took a piece of fruit for herself (i.e., acts socially mindful), while the other character in a similar situation leaves no choice for the person waiting behind (i.e., does not act socially mindful). Children were then asked 1) which of these two characters was nicer and 2) who they would prefer to choose as a friend. In addition, children were also administered theory-of-mind tasks (including the content false belief task, location false belief task, and hidden emotion task). We also measured children’s prosocial orientation (by a sharing task) and executive functioning capacity (by a Day/Night Stroop task) as controlling variables. We found that, first, with age, children increasingly rated the socially-mindful character as nicer than the character who left no choice, and increasingly selected the socially-mindful character as a friend. Second, when controlling for age, children's evaluations and friend preference in the social mindfulness task was significantly positively correlated with their theory-of-mind, but was not correlated with their sharing behaviors or executive functioning. Such correlation remained significant when controlling for sharing and executive functioning. In summary, between the ages 4 and 6, children gradually develop an understanding and evaluation of social mindfulness, and such development is correlated with the development of theory-of-mind abilities. These findings provide insights for our understanding of children's social and moral evaluation and its underlying developmental mechanism.
Peer Review Status:Awaiting Review
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