This article, from the perspective of psychobiography, explores the significant role of traditional Chinese family traditions and education in shaping character and transmitting culture. By analyzing the family letters and teachings of historical figures such as Zheng Xuan, Zhuge Liang, Wang Chang, Xu Mian, and Fan Zhongyan, the article reveals that family education is not merely about the transmission of knowledge but also about the cultivation of character and values. These family traditions emphasize core principles such as virtue and ambition, self-cultivation through simplicity and frugality, contentment, and maintaining integrity. They reflect the profound insights of traditional Chinese culture into personal development and social responsibility. The article argues that the essence of family education lies in parents' exemplary actions and value-based choices, which provide inner strength and spiritual support to future generations. It guides them to stay true to their original aspirations and forge ahead in a complex social environment, thereby achieving a unity of personal growth and societal contribution.

This article analyzes the deeper causes of children's procrastination from the perspective of neuropsychology, pointing out that procrastination is not due to laziness or attitude problems but is closely related to the development of executive functions in the brain. The article elaborates on the three core components of executive functions—inhibitory control, working memory, and cognitive flexibility—and explores how deficiencies in these functions lead to difficulties in task initiation and delays in completion. Additionally, the article introduces the neurological mechanisms behind procrastination, including the overactivation of the limbic system in response to immediate rewards and the suppression of the prefrontal cortex's ability to plan long-term goals. To address children's procrastination, the article proposes a series of scientific intervention strategies, such as neural function training, cognitive-behavioral interventions, environmental optimization, timely reward systems, and collaboration between families and schools, to help children improve task execution abilities and reduce procrastination. Through systematic interventions, parents and teachers can better understand and support children, providing scientific guidance and effective assistance for their learning and development.

This article, from the perspective of positive psychology, explores a psychological counseling case addressing interpersonal communication difficulties among adolescents. It uses the example of a 14-year-old girl to detail how various factors, such as poor physical health, tense family relationships, challenges in school adaptation, and negative life events, contribute to her interpersonal problems and emotional distress. Through psychological assessment, the article analyzes the physiological, social, and psychological causes and develops counseling goals and plans that include emotional regulation, resource exploration, and interpersonal skills training. During the counseling process, the psychologist employs techniques such as active listening, empathy, role-playing, and the use of OH cards to help the client alleviate depressive emotions, enhance self-awareness and psychological energy, and build her capacity to handle interpersonal relationships. The article concludes with reflections on the counseling process, emphasizing the importance of positive attention and artistic expression in psychological counseling, and proposes scientific methods to guide clients in discovering their inner resources, enhancing psychological capital, and improving interpersonal difficulties.

This article uses the case of Xiaoxu, a boy with autism, to explore the practice and effectiveness of moral education counseling in the context of special needs education. It analyzes Xiaoxu's core issues in language development, intellectual growth, and social skills, highlighting how communication barriers, differences in thinking patterns, and interpersonal frustrations lead to learning and social difficulties. During the counseling process, strategies such as home-school collaboration, teacher coordination, and peer support were employed to help Xiaoxu overcome cognitive barriers, leverage his strengths in memory and drawing to establish a role model image, and create a loving and inclusive class environment through class-building efforts. Specific measures included thematic class meetings, individual assistance, and the establishment of the "Starlight Guardians" group, which gradually improved Xiaoxu's emotional and behavioral issues, boosted his self-confidence and sense of belonging, and ultimately achieved acceptance and recognition from teachers and classmates. The article also reflects on the shift in educators' perspectives from labeling to understanding the individual, from working alone to team collaboration, and emphasizes the importance of building an inclusive class community.

This article focuses on the concept of "Five-Education Integration" and explores how the coordinated development of moral, intellectual, physical, aesthetic, and labor education can enhance the effectiveness of school mental health education. It emphasizes that mental health is a crucial foundation for student growth and, in response to issues such as anxiety and depression among adolescents, proposes specific approaches: fostering mental resilience through moral education, cultivating rational thinking and psychological adaptability through intellectual education, building strong psychological qualities through physical education, nurturing positive emotions and aesthetic attitudes through aesthetic education, and developing a sense of responsibility and stress tolerance through labor education. In moral education, the article highlights the importance of curriculum content exploration, campus culture building, and optimizing teacher-student relationships. In intellectual education, it stresses integrating mental health concepts into subject teaching and promoting creativity through scientific innovation activities. Physical education focuses on enriching course content and competitive activities to cultivate resilience. Aesthetic education aims to deepen artistic courses and campus activities to foster emotional well-being, while labor education emphasizes practical activities to instill responsibility and coping skills. The article provides actionable guidance from both theoretical and practical perspectives, aiming to promote students' mental health alongside their holistic development.

This article explores the use of psychological intervention as a third approach to resolving conflicts and issues in school management, emphasizing the importance of identifying psychological entry points to build shared understanding and consensus between parties, thereby achieving effective management. The article presents three specific cases to demonstrate how a psychological perspective can break away from traditional binary thinking, find a balance, and resolve management deadlocks. Through the application of psychological intervention, the cases illustrate how to maintain the authority of administrators while addressing the legitimate needs of students, ultimately fostering mutual understanding and cooperation. The article also references psychological theories, such as intersubjectivity and the principle of acceptance, to explain the importance of resolving conflicts through rational dialogue and emotional resonance. It emphasizes that school management is not merely about enforcing rules but is also a process of collaboration and mutual growth with students, advocating for administrators to adopt a flexible and adaptive approach to find suitable solutions.

This article explores the common manifestations of psychological crises among college students, the challenges faced during intervention, and optimization strategies. It points out that psychological crises in college students exhibit complex characteristics intertwined across physiological, emotional, cognitive, and behavioral dimensions, emphasizing the need for colleges to move beyond the traditional "problem-response" intervention model. Addressing current challenges, the article analyzes issues such as blind spots in crisis identification, insufficient professional competence of counselors, and the lack of systemic support mechanisms at the institutional level. It proposes optimization strategies, including enhancing counselors' professional capabilities, establishing psychological crisis early warning mechanisms, and building a school-family collaborative intervention system. The article highlights that by improving early warning mechanisms, dynamically monitoring students' psychological states, integrating resources, and strengthening school-family collaboration, a shift can be achieved from "post-crisis intervention" to "proactive prevention." This approach aims to construct a more professional, systematic, and collaborative psychological crisis intervention system, providing scientific and effective support to safeguard the mental health of college students.

This article explores the causes of math anxiety in elementary school students and the role of artificial intelligence (AI) in alleviating this issue. It points out that math anxiety results from a combination of emotional, cognitive, and motivational factors, including early experiences of failure, working memory overload, and low self-efficacy in mathematics, which can negatively impact students' learning attitudes, behavior, and mental health. To address this problem, the article analyzes the potential advantages of AI technology, such as reducing uncertainty and anxiety through timely feedback, dynamically adjusting learning difficulty to boost confidence, enhancing learning interest through gamified designs, and providing targeted guidance by accurately identifying types of errors. The article also emphasizes that the effective application of AI requires collaboration among enterprises, schools, and families. By deeply integrating AI into classroom teaching, optimizing platform design, and scientifically guiding family use, AI can be widely applied in education, offering new solutions to alleviate math anxiety in elementary school students.

This article explores the significance of menopause as a natural phase in women's lives and as a process of psychological growth. It points out that menopause is not only the end of reproductive function but also a new beginning for women's psychological maturity and self-actualization. Although menopause is accompanied by various physical and psychological symptoms, such as hot flashes, sleep disorders, cognitive changes, and emotional issues, research shows that many women gain deeper self-awareness and life satisfaction during this stage, gradually freeing themselves from societal expectations and reproductive pressures while learning to focus on their own needs. The article also analyzes the bidirectional relationship between menopausal symptoms and emotions, emphasizing the importance of a positive psychological state and social support in alleviating symptoms. Additionally, it introduces the effectiveness of scientific interventions such as cognitive behavioral therapy, mindfulness practices, and physical exercise. The article calls for a comprehensive perspective on menopause to help women face this life stage with a positive attitude, achieving psychological growth and life transformation.

This article reveals the potential dangers of low-dose alcohol consumption on driving behavior through psychological experiments. The study shows that even minimal alcohol intake can significantly impair visuomotor control during driving, especially under high-speed driving conditions. The experiment simulated driving scenarios, where participants completed visual navigation tasks after consuming either alcoholic or placebo beverages. The results found that low-dose alcohol does not affect the accuracy of directional perception but does prolong reaction time and increase trajectory deviations, particularly at speeds of 60 km/h. This phenomenon can be explained by the "dual-stream theory" of the visual system, as alcohol is more sensitive to the action-related stream. The high cognitive load of high-speed driving further amplifies this effect. The study highlights that low-dose alcohol consumption poses hidden risks in driving and emphasizes that maintaining a zero-alcohol state while driving is the only way to ensure safety.

This article explores how graduate students can enhance their sense of happiness, focusing on three aspects: defining happiness, experiencing happiness in daily life, and avoiding the excessive pursuit of happiness. It emphasizes that happiness is a subjective and individualized psychological state. Graduate students are encouraged to redefine their own happiness by clarifying their values, breaking free from societal scripts, and constructing a personal formula for happiness. In daily life, happiness often resides in small details and can be cultivated through activating sensory awareness, creating a sense of ritual, and focusing on the present moment. Additionally, the article advises readers to be cautious of "happiness obsession," accept the rationality of negative emotions, and balance the pursuit and perception of happiness, avoiding treating happiness as the sole goal. By adopting these approaches, graduate students can better understand and perceive happiness, ultimately finding fulfillment and a sense of belonging in life, which supports both their academic and personal growth.

This article explores the symbolic significance of mountaineering from a psychological perspective and its impact on individual psychological growth. It points out that mountaineering is not only an outdoor activity that brings people closer to nature and strengthens the body but also a dialogue between the mind and body. By analyzing the multiple psychological symbols of mountaineering, the article explains how it helps individuals achieve self-transcendence, break out of their comfort zones, pursue peak experiences, realize life goals, regulate emotions, maintain mental balance, and explore the self while breaking cognitive boundaries. Additionally, as a long-term practice, mountaineering contributes to cultivating perseverance, enhancing psychological resilience, and fostering a sense of purification and harmony with nature through deep engagement with the environment. The article emphasizes that the emotional experiences, metaphorical associations, and profound insights gained during mountaineering can deepen self-awareness, promote personal growth, and ultimately make mountaineering an important pathway for exploring life's possibilities and understanding oneself and the world.

This article explores the new characteristics of interpersonal communication among Generation Z from a psychological perspective and examines the underlying reasons behind these changes, introducing the concept of constructing a "low-energy social boundary." The article analyzes the rejection of traditional social relationships among young people, attributing this phenomenon to intense social competition, difficulties in balancing value exchange, and insufficient psychological maturity. It also highlights the influence of virtual social interactions and the social preferences of individuals with high intelligence on this trend. Furthermore, the article elaborates on the features of Generation Z's new interpersonal relationships, including goal-oriented collaboration, limited information sharing, and transactional boundary management, categorizing relationships into four types: survival mutual-aid relationships, task-oriented relationships, interest-based interactions, and intimate relationships. Finally, the article proposes specific strategies for establishing social boundaries, such as setting boundary frameworks, classifying conversation topics, creating personalized social rules, and enhancing the ability to enjoy solitude. These strategies aim to help young people balance social needs with personal energy, fostering healthier interpersonal relationship models.

This article explores the behavioral strategies and psychological motivations of contemporary youth on social media from a psychological perspective, analyzing the deeper reasons behind the contrasting phenomena of "polished social circles" and "unfinished lives." The article argues that by showcasing carefully crafted, idealized images on social platforms, young people satisfy their pursuit of the "ideal self" and alleviate the anxiety of real-life challenges through digital and instant feedback. Meanwhile, sharing authentic and imperfect aspects in private spaces becomes a vital way for them to relieve stress and affirm the "real self." By integrating Goffman's dramaturgical theory and Higgins' self-discrepancy theory, the article explains how young people manage their psychological state through front-stage impression management and backstage emotional release, identifying these behavioral strategies as proactive responses to societal expectations and self-identity anxiety. Finally, the article reflects on the contradictions of digital living, calling on young people and social media platforms to jointly explore healthier and more sustainable modes of digital existence.

This article analyzes the deeper reasons behind contemporary youth's enthusiasm for "Guzi" (derived from the Japanese word "グッズ" meaning "goods") consumption from a psychological perspective, exploring how digital technology has reshaped cultural consumption and influenced the psychology and behavior of Generation Z. The article points out that "Guzi," as a material extension of ACG (anime, comics, and games) culture, has become an important medium for emotional compensation, identity construction, and social restructuring among young people. Through merchandise such as badges and acrylic stands, young individuals project the ideal personalities of virtual characters onto themselves to alleviate anxiety and uncertainty in real life. At the same time, they accumulate subcultural capital and construct digital-era identity by collecting and showcasing rare "Guzi." By integrating psychological theories such as projective identification, operant conditioning, and identity status theory, the article reveals the emotional needs and social relationship reconstruction behind "Guzi" consumption. It also reflects on issues such as irrational consumption and social anxiety, calling on society to guide young people in building a healthier consumption ecosystem and fostering psychological growth.

This article analyzes the key scenes from the movie *Toy Story 4* to explore the phenomenon of animism in children's psychological development, which refers to the cognitive process where children attribute life to inanimate objects. Drawing on Piaget's theory, the article elaborates on the developmental stages of animism, from artificialism to moral necessity, then to projective identification, and finally to its replacement by physical determinism. Through the characters and events in the movie, such as Forky's creation, Woody's commitment to the mission of toys, Gabby Gabby's pursuit of a complete life, and Woody's ultimate choice, the article reveals how children use animism to construct their understanding of the world and gradually move away from this way of thinking as their cognition develops. Furthermore, the article reflects on the lingering traces of animism in the adult world, suggesting that this childhood mode of thinking ultimately transforms into our capacity for empathy toward the world and appreciation of art.

This article explores the negative impact of screen exposure on early childhood cognitive development from the perspective of neuroplasticity theory. It begins by reviewing the 1963 visual deprivation experiment on kittens conducted by Hubel's team, revealing the importance of environmental stimulation during critical periods of brain development, and draws an analogy to the harm of excessive screen exposure in children. The article identifies three key characteristics of screen stimulation: fast-paced and high-intensity, passive reception, and relatively monotonous stimulation patterns. These characteristics interfere with the normal construction of children's brain neural networks, inhibit prefrontal lobe development, and weaken attention control and cognitive processing abilities. To address this issue, the article proposes two major strategies: age-specific management and real-world interaction compensation. It recommends that infants aged 0 to 18 months completely avoid screen exposure, while children aged 2 to 6 should limit daily screen time to within one hour. Meanwhile, it emphasizes promoting the establishment of diverse neural network connections in children through multi-sensory interactive activities such as outdoor activities, parent-child games, and parent-child reading, thereby ensuring the healthy development of their cognitive abilities.

This article explores the critical role of parents in children's mental health from a psychological perspective. The article first draws upon family systems theory, attachment theory, and social support theory to explain the theoretical basis for parents being the "primary guardians" of their children's mental health, pointing out that the family is an emotionally interconnected whole, and that parenting styles directly influence children's attachment types and psychological resilience. Subsequently, the article provides a detailed list of warning signs of children's psychological problems across six dimensions—emotional, cognitive, behavioral, verbal, physiological, and stress events—to help parents identify risks in a timely manner. In response to situations where children encounter psychological difficulties, the article proposes a five-step scientific response strategy: managing one's own emotions to create a safe communication environment, rational assessment and seeking professional support, adjusting family interaction patterns, cultivating children's psychological resilience, and parents engaging in self-care to maintain a stable state. The article emphasizes that parental understanding, acceptance, and continuous companionship are the most effective forces in children's psychological recovery, calling on parents to safeguard their children's mental health in a scientific manner.

This article explores the formation mechanisms and psychological impacts of appearance anxiety in the social media era. It first points out that contemporary society continuously reinforces singular beauty standards through advertising and social platforms, transforming "becoming beautiful" from a personal choice into an implicit obligation. The article then analyzes from a psychological perspective that beauty standards are not fixed: at the physiological level, people prefer "average faces" and "symmetrical faces"; at the cultural level, aesthetic differences across regions and historical periods are vast; at the social movement level, initiatives like the "body positivity movement" are challenging the homogenization of mainstream aesthetics. The article further reveals how people reconcile the gap between their actual self and ideal self through consumer behavior, including using beauty filters to create visual illusions, conveying identity signals through consumption, and establishing a sense of value in other dimensions to compensate for appearance anxiety. Finally, the article calls on readers to face imperfections in the mirror, recognize that beauty standards can be redefined, and understand that self-worth should not be determined solely by appearance—true self-acceptance comes from the freedom of not being constrained by a single standard.

This article explores the common psychological phenomenon of "vicarious embarrassment"—the experience of feeling intense discomfort when witnessing others' awkward situations. The article first explains from a neural mechanism perspective how the brain "replicates" others' embarrassment through mirror neurons, and how the prefrontal cortex evaluates social risks and triggers warning responses. It then analyzes the causes of individual differences, pointing out that empathy ability, social sensitivity, and the degree of internalized social rules all affect the intensity of vicarious embarrassment. The article further elaborates from an evolutionary psychology perspective that this seemingly torturous feeling actually has important adaptive significance: it serves as an alarm for behavioral risks, helping us learn from others' mistakes; it acts as a stabilizer for maintaining social norms and enhancing group cohesion; and it cultivates our tolerance and empathy. Finally, the article provides four practical coping strategies, including redirecting attention, adjusting cognitive perspectives, managing emotional responses, and gentle post-event reflection, to help readers better deal with this discomfort.

This article uses eye-tracking technology to reveal the cognitive differences between Go experts and novices in situation assessment. The study found that novices exhibit "fragmented scanning," being attracted to areas with dense stone clusters, while experts conduct "systematic scanning," focusing on strategic areas with complex potential variations. This difference stems from the "chunking" knowledge structure that experts develop through long-term training, which compresses complex stone patterns into rapidly recognizable templates, effectively reducing cognitive load. The article proposes a "dual-system, three-stage" model, explaining how experts flexibly switch cognitive strategies according to different phases—opening, middle game, and endgame: during the opening, they rely on an automated system for efficient processing; in the middle game, they activate dual-system coordination to handle complex variations; and in the endgame, they deliberately slow down their thinking to pursue precise calculations. The research demonstrates that experts' advantages do not come from innate talent or ineffable intuition, but are built upon a scientific cognitive processing system. This finding not only provides direction for Go learning but also reveals the common patterns of progression from novice to expert across various fields.

This article explores the nature and complexity of human emotional experience from a psychological perspective. It begins by introducing traditional psychology's dimensional descriptions of emotion, progressing from the initial single valence dimension (positive-negative), to Russell's two-dimensional model (adding arousal), and then to Mehrabian's three-dimensional model (adding dominance), demonstrating the classical scientific paradigm's efforts to grasp emotions through quantification. The article then points out that emotions are actually discontinuous and "granular" in nature at the neurophysiological level, and uses the two-factor theory of emotion to explain that emotional generation requires both physiological arousal and cognitive appraisal. The core section introduces quantum mechanical thinking to propose the concept of "kuangwei" (nuanced sentiment)—life experiences are like the wave-particle duality of quanta, being both event-based emotional particles and, under the influence of an individual's internal psychological model, forming continuous wave curves. Different experiences diffract and superimpose through various "perspective slits," ultimately interweaving into the ineffable yet genuinely existing flavor of life.

This article commemorates the life and academic contributions of Professor J. P. Das, a renowned cognitive development and educational psychologist who passed away on October 19, 2025. Professor Das was a recipient of the Order of Canada and a Fellow of the Royal Society of Canada, best known for establishing the PASS theory of intelligence and developing the Cognitive Assessment System (DN:CAS). The article traces Professor Das's academic journey from his studies in India to pursuing his doctorate under Eysenck in the United Kingdom, and eventually joining the University of Alberta in Canada in 1968. He transcended the limitations of traditional intelligence tests that focused solely on "outcomes" by proposing the PASS theory of intelligence, which emphasizes cognitive "processing," based on Luria's brain functional systems model. He also developed intervention tools such as the PREP (PASS Reading Enhancement Program) and COGENT (Cognitive Enhancement Training) curriculum. In his later years, Professor Das dedicated himself to exploring the nature of consciousness by integrating Eastern and Western wisdom, producing a prolific body of work with nearly 400 publications. The article also recounts his multiple visits to China for academic exchanges and his profound influence on Chinese scholars.

This article introduces the PASS theory of intelligence proposed by Canadian psychologist J.P. Das and colleagues, which breaks through the limitations of traditional IQ measurement by understanding intelligence as a dynamic system composed of four cognitive processes: Planning, Attention, Simultaneous processing, and Successive processing. The article explains how these four processes work collaboratively: attention focuses on information, simultaneous processing integrates scattered information into a whole, successive processing handles information sequentially, and planning coordinates the overall system while flexibly adjusting strategies. The cognitive assessment system DN:CAS, developed based on this theory, can generate individualized cognitive profiles that precisely identify the root causes of learning difficulties. Through practical cases involving reading disabilities and mathematical difficulties, the article demonstrates how intervention programs such as PREP and COGENT are used for targeted training to help students enhance their cognitive abilities. The PASS theory of intelligence shifts the educational perspective from deficit judgment to developmental understanding, emphasizing that intelligence is a cognitive process that can be cultivated and optimized, providing a scientific basis for differentiated instruction.

This article serves as a preface to a psychology primer for middle school students, aiming to clarify common public misconceptions about psychology. The article points out that while people are curious about psychology, they often misunderstand it, mistakenly believing that psychologists can tell fortunes, predict the future, or read minds, none of which represent the true nature of psychology. The book unfolds in three parts, guided by fictional characters Xiao Ka and Dr. Niu: the first part clarifies fundamental psychological knowledge and common misconceptions; the second part reveals psychological phenomena in schools, families, and personal development from the perspective of students' daily lives; the third part explores ubiquitous psychological principles in social life, illustrating that "seeing is not necessarily believing, and remembering is not necessarily truth." Building upon "What is Psychology," this book adds interesting cases and stories to help readers understand life and society from a psychological perspective. It serves both as a popular science reader and an extracurricular practice guide, enabling middle school students to develop a scientific understanding of psychology through engaging reading.