Two simulated online shopping experiments were conducted to examine how negation in online reviews influences consumers’ product attitudes and purchase intentions, using single reviews and additional reviews framed as “affirmative/negative + positive/negative words.” Results showed that in the affirmative condition, positive valence led to more favorable product attitudes and higher purchase intentions than negative valence, whereas this pattern was reversed in the negation condition (Experiment 1). Under the affirmative framing, regardless of whether the initial review was positive or negative, a positive additional review resulted in more positive product attitudes and stronger purchase intentions than a negative additional review. However, the weight of the initial versus additional review differed—the initial review affected product attitudes more strongly, while the additional review had a more pronounced influence on purchase intentions. This pattern was absent under negation framing (Experiment 2). In summary, negation expressions in online reviews can reverse the evaluative direction of sentiment on consumer judgments. Initial reviews serve as an anchor for product attitudes, whereas additional reviews play a more prominent role in shaping purchase intentions. 

Reading fluency is not only a core cognitive basis of reading comprehension but also a processing mechanism that enables rapid and automatic semantic integration based on accurate decoding. Reading fluency is not only a core cognitive foundation for reading comprehension but also a processing mechanism that enables rapid and automatic semantic integration based on accuracy. This study aimed to develop a reading fluency assessment for adolescents and systematically evaluate its reliability and validity, as well as establish corresponding normative data. The results indicated that: (1) the assessment demonstrated strong test-retest reliability, split-half reliability, internal consistency, and criterion-related validity; (2) while the overall test and single-sentence items were of moderate difficulty, multi-sentence and passage-level items were more challenging, reflecting differences in the demands of various reading levels; (3) single-sentence items showed relatively low discriminative power, whereas multi-sentence and passage-level items exhibited higher discrimination; and (4) both the total score and single-sentence scores showed good discriminative validity, effectively distinguishing students with different reading abilities. Overall, this assessment can be applied in educational settings to assist in screening and diagnosing reading difficulties among adolescents, and serves as a valuable tool for educational interventions across diverse teaching scenarios.

This article provides a systematic review of the research progress and theoretical framework concerning the impact of parental marital conflict on child development, with the aim of clarifying developmental trends in this field and providing theoretical guidance for future research. The research progress can be divided into two stages. The first stage, from the 1930s to the late 1980s, represents an outcome-oriented phase in which case descriptions served as the primary research method. The second stage, from the early 1990s to the present, marks a process-oriented phase characterized by empirical research paradigms. Between 1990 and 2018, scholars successively proposed seven theoretical frameworks, including the cognitive-contextual framework and the emotional security theory, which facilitated a theoretical shift in the field from an outcome-oriented to a process oriented perspective. Despite significant progress, several research gaps remain. First, existing studies often overlook the synergistic effects of different types of parental marital conflict and their dynamic associations with child development. Second, there is insufficient exploration of the intergenerational transmission of the harmful effects of marital conflict within parent-child relationships. Third, there is a lack of family-centered positive intervention programs targeting psychological process variables. Future research may advance in three directions: strengthening longitudinal studies to clarify dynamic parent-child associations; deepening experimental research to uncover the pathways of intergenerational influence; and emphasizing applied research to develop innovative positive intervention programs.

At present, both the societal mentality to be cultivated through social psychological services and the corresponding modes of service delivery exhibit nonlinear evolution and multi-actor interaction, respectively. This renders traditional social management centered on linear causal assumptions and uniform standardization more prone to failure. Drawing on complexity theory, this article proposes a dual-complexity analytical framework for the social psychological services system. It argues that societal mentality, as the target of service provision, displays nonlinear emergent properties, whereas the service system, as an institutional arrangement, must rely on self-organization and adaptive capacity to sustain continuous provision. Based on this framework, the article further examines the structural effects of complexity on public policy reasoning, psychological services practice, and the formation of scholarly consensus. It advances three directions for optimization: flexible policy design, proactive service practice, and multi-stakeholder coordination in academic research. Overall, the study offers a conceptual tool for understanding operating mechanisms and improving evaluative logics for research on strengthening the social psychological services system.

Telecom network fraud inflicts severe harm upon both personal assets and social trust, yet the academic community still lacks a theoretical model that adequately explains the psychological mechanisms underlying victimization in such crimes. Dual-process theory provides a significant theoretical framework for modeling these mechanisms. Based on the differential patterns of cognitive impairment in System 2, fraud schemes can be categorized into relationship-driven fraud (functional alienation), temptation-driven fraud (functional suspension), and crisis-driven fraud (functional inhibition). Although the psychological mechanisms underlying the three types of fraud are distinct, they can all be integrated into a common four-stage framework comprising anchoring, reinforcement and resource occupation, System 2 functional impairment, and execution. Finally, this paper proposes targeted counter-intervention strategies for each type of fraud, thereby providing a theoretical foundation for cognitive intervention in fraud victimization.