Can digital self-harm relate to suicidal thoughts and behaviors beyond physical self-harm?

BACKGROUND: Digital self-harm (DiSH) is a recently identified self-harm distinct from physical self-harm (PSH, also known as non-suicidal self-injury, NSSI). Although prior research has shown that DiSH was associated with suicidal thoughts and behaviors (STBs), it was still unclear whether DiSH has a unique association with STBs after controlling for PSH. METHOD: A cross-sectional survey was conducted on Chinese college students. The lifetime prevalence of DiSH and PSH, the functions of DiSH, recent suicide experiences (including suicide ideation, plans, and attempts), anxiety and depression were examined. A total of 5281 participants were analyzed. RESULTS: A total of 10.83% of participants had ever engaged in DiSH, and 1.59% of participants reported histories of both DiSH and PSH. Among participants with a history of PSH, 30.11% engaged in DiSH. Engagement in DiSH was significantly associated with suicide ideation (SI), suicide plans (SPs), and suicide attempts (SAs). More importantly, participants who engaged in both DiSH and PSH showed higher odds of SI and SPs compared to those who had only engaged in PSH. Regarding the functions of DiSH, using DiSH for self-punishment was associated with SI and SPs, and using DiSH for sensation seeking was associated with SPs and SAs. Similar results were found for the association between DiSH and anxiety and depression. CONCLUSIONS: Our findings suggest that DiSH has a unique association with the risks of STBs beyond PSH. Early identification and intervention for DiSH are crucial, even for individuals who already engage in PSH.

Spoken Word Recognition across Language Boundary: ERP Evidence of Prosodic Transfer Driven by Pitch.

Extensive research has explored the perception of English lexical stress by Chinese EFL learners and tried to unveil the underlying mechanism of the prosodic transfer from a native tonal language to a non-native stress language. However, the role of the pitch as the shared cue by lexical stress and lexical tone during the transfer remains controversial when the segmental cue (i.e., reduced vowel) is absent. By employing event-related potential (ERP) measurements, the current study aimed to further investigate the role of the pitch during the prosodic transfer from L1 lexical tone to L2 lexical stress and the underlying neural responses. Two groups of adult Chinese EFL learners were compared, as both Mandarin and Cantonese are tonal languages with different levels of complexity. The results showed that Cantonese speakers relied more than Mandarin speakers on pitch cues, not only in their processing of English lexical stress but also in word recognition. Our findings are consistent with the arguments of Cue Weighting and attest to the influence of native tonal language experience on second language acquisition. The results may have implications on pedagogical methods that pitch could be an important clue in second language teaching.

Mismatch negativity (MMN) as an index of asymmetric processing of consonant duration in fake Mandarin geminates.

Unlike languages where consonant duration is used contrastively to distinguish word meanings, long consonants in Mandarin Chinese only occur across morpheme boundaries as a result of concatenation and are referred to as fake geminates. To investigate whether Mandarin speakers employ duration contrast to differentiate fake Mandarin geminates and corresponding singletons as well as the underlying pattern of the processing, two auditory oddball tasks were carried out to measure the component of MMN, an index of the automatic detection of deviant stimulus. Mandarin pseudoword pairs which differ only in the duration of the medial consonant ([an1 an1] âˆ¼ [an1 nan1] vs. [an2 an2] âˆ¼ [an2 nan2]) were used as stimuli. An asymmetric pattern of brain activation was observed where the singleton deviant in the context of geminate words elicited higher MMNs than in the reversed condition. These findings are in line with earlier research suggesting that the singleton is unspecified for a moraic representation, while the geminate is specified. Mandarin speakers can employ duration contrast to distinguish fake geminates and corresponding singletons; furthermore, the processing of fake concatenated geminates in contrast to singletons is similar to that of real geminates and corresponding singletons.

Asymmetric Influence of Vocalic Context on Mandarin Sibilants: Evidence From ERP Studies.

In the present study, we examine the interactive effect of vowels on Mandarin fricative sibilants using a passive oddball paradigm to determine whether the HEIGHT features of vowels can spread on the surface and influence preceding consonants with unspecified features. The stimuli are two pairs of Mandarin words ([sa] ∼ [ʂa] and [su] ∼ [ʂu]) contrasting in vowel HEIGHT ([LOW] vs. [HIGH]). Each word in the same pair was presented both as standard and deviant, resulting in four conditions (/standard/[deviant]: /sa/[ʂa] ∼ /ʂa/[sa] and /su/[ʂu] ∼ /ʂu/[su]). In line with the Featurally Underspecified Lexicon (FUL) model, asymmetric patterns of processing were found in the [su] ∼ [ʂu] word pair where both the MMN (mismatch negativity) and LDN (late discriminative negativity) components were more negative in /su/[ʂu] (mismatch) than in /ʂu/[su] (no mismatch), suggesting the spreading of the feature [HIGH] from the vowel [u] to [ʂ] on the surface. In the [sa] ∼ [ʂa] pair, however, symmetric negativities (for both MMN and LDN) were observed as there is no conflict between the surface feature [LOW] from [a] to [ʂ] and the underlying specified feature [LOW] of [s]. These results confirm that not all features are fully specified in the mental lexicon: features of vowels can spread on the surface and influence surrounding unspecified segments.

Influence of different acoustic cues in L1 lexical tone on the perception of L2 lexical stress using principal component analysis: an ERP study.

Previous studies have widely explored the prosodic transfer from L1 to L2 during speech perception across stress languages. However, few if any studies have investigated the transfer from L1 tonal language to L2 stress language and the relative roles of different acoustic cues underlying the transfer. Therefore, the current study was conducted to compare the perception of English lexical stress between Mandarin and Cantonese speakers who learn English as a foreign language. The event-related potential measurements and the principal component analysis were conducted for the two groups to explore the roles of different acoustic cues in the perception of English speech. The results demonstrated that compared with the Mandarin group, the Cantonese speakers relied more on pitch information and the reliance holds even when all the three cues varied simultaneously. Therefore, it was concluded that prosodic transfer from L1 lexical tone to L2 lexical stress occurred at the acoustic level, and the native linguistic background shaped the manner how speakers perceived the L2 speech.

Differentiating emotion-label words and emotion-laden words in emotion conflict: an ERP study.

Despite recent increased attention to emotion conflict, little is known about whether emotion-label words (e.g., sadness, happiness) and emotion-laden words (e.g., death, birthday) function similarly in emotion conflict (i.e., a conflict between the target and distractor in emotion involvement), because the majority of the previous studies implicitly mixed the two. The present study aimed to compare emotion-label words and emotion-laden words in emotion conflict using a flanker task. Specifically, participants (N = 21) were asked to judge the valence of the target words that were vertically surrounded by the words with same (congruent) or different (incongruent) valence as being negative or positive. The behavioral results suggested that negative emotion-laden words were processed faster and more accurately than negative emotion-label words. ERP data further showed that negative emotion-label words elicited larger N200 than negative emotion-laden words on the left hemisphere, while such a difference was found for positive words on the right hemisphere. Moreover, emotion-laden words elicited smaller N200 in the incongruent condition than in the congruent condition, whereas no such a distinction was observed for emotion-label words. The findings suggest different cognitive and neural correlates of emotion-label words and emotion-laden words in emotion conflict.

Non-speech and speech pitch perception among Cantonese-speaking children with autism spectrum disorder: An ERP study.

The present study compared how Cantonese-speaking children with Autism Spectrum Disorder (ASD) and their typically developing counterparts perceived speech pitch and non-speech pitch information using ERP measurements. Sixteen children with ASD (mean age = 10.42 years, SD = 2.12 years) and sixteen normal controls (mean age = 9.48 years, SD =.86 years) participated in two experiments, in which Cantonese lexical tone contrasts and non-speech pitch variations were presented to children following an oddball paradigm when they watched a silent movie. The results showed that: 1) When processing speech pitch contour, the two groups did not differ in the amplitude of mismatch response (p-MMR), while typically developing controls showed larger mismatch negativity (MMN) responses than children with ASD. In the processing of speech pitch height, more positive p-MMR was observed among children with ASD than among normal controls and stronger MMN was found for typically developing children than for children with ASD. 2) For the processing of non-speech pitch, MMN rather than p-MMR was observed and the two groups did not differ significantly with each other in the amplitudes of MMN. These results indicated that Cantonese-speaking children with ASD manifested impaired ability when processing speech pitch information (i.e., lexical tone), which was in line with previous research. However, they did not show the advantage in processing non-speech or auditory pitch information, which was not in agreement with the previous studies. Results were discussed from the perspective of how language background (i.e., Cantonese) might shape the perceptive abilities of children.

McGurk Effect by Individuals with Autism Spectrum Disorder and Typically Developing Controls: A Systematic Review and Meta-analysis.

By synthesizing existing behavioural studies through a meta-analytic approach, the current study compared the performances of Autism spectrum disorder (ASD) and typically developing groups in audiovisual speech integration and investigated potential moderators that might contribute to the heterogeneity of the existing findings. In total, nine studies were included in the current study, and the pooled overall difference between the two groups was significant, g = - 0.835 (p < 0.001; 95% CI - 1.155 to - 0.516). Age and task scoring method were found to be associated with the inconsistencies of the findings reported by previous studies. These findings indicate that individuals with ASD show weaker McGurk effect than typically developing controls.

Combining Behavioral and ERP Methodologies to Investigate the Differences Between McGurk Effects Demonstrated by Cantonese and Mandarin Speakers.

The present study investigated the impact of Chinese dialects on McGurk effect using behavioral and event-related potential (ERP) methodologies. Specifically, intra-language comparison of McGurk effect was conducted between Mandarin and Cantonese speakers. The behavioral results showed that Cantonese speakers exhibited a stronger McGurk effect in audiovisual speech perception compared to Mandarin speakers, although both groups performed equally in the auditory and visual conditions. ERP results revealed that Cantonese speakers were more sensitive to visual cues than Mandarin speakers, though this was not the case for the auditory cues. Taken together, the current findings suggest that the McGurk effect generated by Chinese speakers is mainly influenced by segmental phonology during audiovisual speech integration.

Cognitive and Affective Correlates of Chinese Children's Mathematical Word Problem Solving.

Mathematical word problem solving (MWPS) involves multiple steps, including comprehending the problem statements, determining the arithmetic operations that have to be performed, and finding the answers. This study investigated the relative contributions of different cognitive and affective variables to children's MWPS. To achieve this goal, 116 third-grade Chinese children were tested. Results showed that after controlling for age and non-verbal intelligence, the abilities to solve direct and indirect mathematical word problems were positively correlated with the working memory component of executive function, reading comprehension ability, math fact fluency and math anxiety. Moreover, math anxiety was found to fully mediate the relationships between reading anxiety and MWPS. Implications of the findings on how to promote children's MWPS skills were discussed.

Exploring the neural correlates of lexical stress perception in english among Chinese-English bilingual children with autism spectrum disorder: An ERP study.

Previous studies found that individuals with autism spectrum disorder (ASD) were less sensitive to the variations of lexical stress in their native language than typically developing controls. However, no study has been conducted to explore the perception of lexical stress in the second language among individuals with ASD. Using ERPs (event-related potentials) measurement with an oddball paradigm, the current study examined and compared the neural responses by Chinese-English bilingual children with ASD and typically developing controls in the processing of English lexical stress. The results showed that when compared with typically developing controls, children with ASD manifested reduced MMN (mismatch negativity) amplitude at the left temporal-parietal and parietal sites, indicating that they were less sensitive to lexical stress. However, a more negative MMN response was found for ASD group than for typically developing group at the right central-parietal, temporal-parietal, and temporal sites. In addition, the right hemisphere was more activated than the left hemisphere for ASD group, which might be derived from the reversed asymmetry of brain activation for individuals with ASD when processing language-related stimuli.

Corrigendum: Different Neural Correlates of Emotion-Label Words and Emotion-Laden Words: An ERP Study.

[This corrects the article on p. 455 in vol. 11, PMID: 28983242.].

Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese-English Bilingual Children.

Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i.e., phonological awareness, lexical tone sensitivity), and reading abilities (i.e., word recognition) among 54 third-grade Chinese-English bilingual children. After controlling for age and non-verbal intelligence, we found that both musical metric perception and pitch discrimination accounted for unique variance of Chinese phonological awareness while pitch discrimination rather than musical metric perception predicted Chinese lexical tone sensitivity. More importantly, neither musical metric perception nor pitch discrimination was associated with Chinese reading. As for English, musical metric perception and pitch discrimination were correlated with both English phonological awareness and English reading. Furthermore, sensitivity to acoustic cues in music was associated with English reading through the mediation of English phonological awareness. The current findings indicate that the association between sensitivity to acoustic cues in music and reading may be modulated by writing systems. In Chinese, the mapping between orthography and phonology is not as transparent as in alphabetic languages such as English. Thus, this opaque mapping may alter the auditory perceptual sensitivity in music to Chinese reading.

Different Neural Correlates of Emotion-Label Words and Emotion-Laden Words: An ERP Study.

It is well-documented that both emotion-label words (e.g., sadness, happiness) and emotion-laden words (e.g., death, wedding) can induce emotion activation. However, the neural correlates of emotion-label words and emotion-laden words recognition have not been examined. The present study aimed to compare the underlying neural responses when processing the two kinds of words by employing event-related potential (ERP) measurements. Fifteen Chinese native speakers were asked to perform a lexical decision task in which they should judge whether a two-character compound stimulus was a real word or not. Results showed that (1) emotion-label words and emotion-laden words elicited similar P100 at the posteriors sites, (2) larger N170 was found for emotion-label words than for emotion-laden words at the occipital sites on the right hemisphere, and (3) negative emotion-label words elicited larger Late Positivity Complex (LPC) on the right hemisphere than on the left hemisphere while such effect was not found for emotion-laden words and positive emotion-label words. The results indicate that emotion-label words and emotion-laden words elicit different cortical responses at both early (N170) and late (LPC) stages. In addition, right hemisphere advantage for emotion-label words over emotion-laden words can be observed in certain time windows (i.e., N170 and LPC) while fails to be detected in some other time window (i.e., P100). The implications of the current findings for future emotion research were discussed.

The role of early language abilities on math skills among Chinese children.

BACKGROUND: The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence. METHODOLOGY: Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children's language abilities and formal math skills was partially mediated by informal math skills. RESULTS: The current findings indicate 1) Children's language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills.