Studies in Psychological Science

Neurobiological and Functional Outcomes of the Interpersonal Whole-Brain Model of Care in Autism Spectrum Disorder: A Mixed-Methods Study

Amy O’ Dell — 2025-04-07

The Interpersonal Whole-Brain Model of Care (IWBMC™) presents a comprehensive intervention for autism spectrum disorder (ASD) targeting neurobiological frameworks. This mixed-methods study evaluated its efficacy through QEEG connectivity analysis of a longitudinal case study and pre-post outcomes from 61 ASD clients. Results demonstrated normalization of brain connectivity patterns alongside statistically significant improvements with large effect sizes across behavioral regulation (d=1.26), emotional recognition (d=0.98), cognitive functioning (d=0.84), and neurophysiological integration (d=1.52). The concurrent improvement in brain connectivity and functional outcomes suggests that the IWBMC™’s integrated approach effectively addresses both neurological underpinnings and behavioral manifestations of ASD, offering promising pathways for intervention.

Psychology of Consciousness as a Universal Phenomenon Proposed Visualization for the Mechanism of Consciousness

Prof. Dr. Samah Khaled Zahran — 2025-04-07

This is a descriptive, follow-up article on the subject of consciousness, within the framework of what has been mentioned about it in academic writings. It attempts to shed light on it as a fundamental characteristic of the nature of beings in the universe. From this, it concludes that consciousness is a fundamental and psychological characteristic of the nature of beings, because they are constantly changing to achieve specific goals and process specific information.

Light Deprivation Induces Anxiety-Like Behaviors in Mice

Xiaonuan Wang — 2025-04-22

To gain a more profound understanding of the nature of anxiety, this study utilized two animal behavioral models: the Open Field Test (OFT) and the Light/Dark Box Transition Test (LDT), using two groups of C57BL/6J mice: one with anxiety — like symptoms and the other without. In the LDT, the control group (healthy mice) showed a significantly higher tendency for active movement (P < 0.05) and a greater preference for exploring unfamiliar environments compared to the group of mice with anxiety, while the differences revealed by the OFT were less pronounced. Our findings highlight the effectiveness of these two animal models and the correlation between locomotive behavior and anxiety, which can be applied in future research.

Perceived Overqualification in College Students: A Double-Edged Impact via Knowledge Hiding

Siyu Li — 2025-05-26

Perceived Overqualification (POQ) has been widely studied in organizational settings, yet the exploration of its implications in academic environments remain limited. Using Conservation of resources (COR) Theory as the primary theoretical framework, this study examines the mediating role of knowledge hiding in the relationship between POQ and academic performance. Data were collected through a survey of 307 college students, analyzing the direct and indirect effects of POQ on academic performance. Results reveal that POQ was positively correlated with academic performance and knowledge hiding, while the indirect effect of POQ on academic performance via knowledge hiding was statically significant. These findings highlight the complex impact of POQ, emphasizing the need for targeted strategies to minimize its negative effects and foster a more collaborative academic environment.

The Effect of Parenting Style and Attachment Style on New Adult Intimacy

Jing Luo — 2025-05-26

Establishing intimate relationships with romantic partners is an essential part of emerging adulthood, but how good relationships are established and whether they are related to parenting styles, early attachment styles, and adult attachment styles still need to be studied. The current study will examine how parenting style relates to attachment style and what role attachment style plays in intimate relationships. This paper proposes the following hypothesis: parenting styles influence the development of attachment styles. Attachment styles in childhood form different adult attachment styles under different parenting styles, which ultimately influence new adult intimate relationships.