Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (4): 457-464.doi: 10.16187/j.cnki.issn1001-4918.2021.04.01
HE Xiaoling1, CHEN Jun2, LIU Ling1, ZHANG Tian1
CLC Number:
Aboud, F. (2003). The formation of in-group favoritism and out-group prejudice in young children:Are they distinct attitudes? Developmental Psychology, 39(1), 48-60. Asch, S., & Nerlove, H. (1960). The development of double-function terms in children. In B. Kaplan, & S. Wapner (Eds.), Perspectives in psychological theory (pp. 47-60). New York:International Universities Press. Blaker, N. M., & van Vugt, M. (2014). The status-size hypothesis:How cues of physical size and social status influence each other. In J. T. Cheng, J. L. Tracy, & C. Anderson(Eds.).The Psychology of Social Status(pp.119-137). New York, NY:Springer. Casasanto D. (2009). Embodiment of abstract concepts:Good and bad in right-and left-handers. Journal of Experimental Psychology:General, 138(3), 351-367. Clark, E. (1972). On the child's acquisition of antonyms in two semantic fields. Journal of Verbal Learning & Verbal Behavior, 11(6), 750-758. de la Vega, I., Dudschig, C., De Filippis, M., Lachmair, M., & Kaup, B. (2013). Keep your hands crossed:The valence-by-left/right interaction is related to hand, not side, in an incongruent hand-response key assignment. Acta Psychologica, 142(2), 273-277. Holbrook, C., & Fessler, D. (2013). Sizing up the threat:The envisioned physical formidability of terrorists tracks their leaders' failures and successes. Cognition, 127(1), 46-56. Lakens, D. (2012). Polarity correspondence in metaphor congruency effects:Structural overlap predicts categorization times for bipolar concepts presented in vertical space. Journal of Experimental Psychology:Learning, Memory, and Cognition, 38(3), 726-736. Lakoff, G., & Johnson, M. (Eds.).(1980). Metaphors we live by. Chicago:University of Chicago Press. Li, V., Spitzer, B., & Olson, K. (2014). Preschoolers reduce inequality while favoring individuals with more. Child Development, 85(3), 1123-1133. Lourenco, S. F., Bonny, J. W., & Schwartz, B. L. (2016). Children and adults use physical size and numerical alliances in third-party judgments of dominance. Frontiers in Psychology, 6, 1-10. Mcgonigle, B., & Chalmers, M. (1984). The selective impact of question form and input mode on the symbolic distance effect in children. Journal of Experimental Child Psychology, 37(3), 525-554. Özçalişkan, S. (2005). On learning to draw the distinction between physical and metaphorical motion:Is metaphor an early emerging cognitive and linguistic capacity? Journal of Child Language, 32(2), 291-318. Piaget, J. (1962). The relation of affectivity to intelligence in the mental development of the child. Bulletin of the Menninger Clinic, 26(26), 129-137. Proctor, R., & Cho, Y. (2006). Polarity correspondence:A general principle for performance of speeded binary classification tasks. Psychological Bulletin, 132(3), 416-442. Rubio-Fernández, P., & Grassmann, S. (2015). Metaphors as second labels:Difficult for preschool children? Journal of Psycholinguistic Research, 45(4), 931-944. Schubert, T. (2005). Your highness:Vertical positions as perceptual symbols of power. Journal of Personality and Social Psychology, 89(1), 1-21. Schubert, T., Waldzus, S., & Giessner, S. (2009). Control over the association of power and size. Social Cognition, 27(1), 1-19. Siltanen, S. A. (1986). "Butterflies are rainbows?":A developmental investigation of metaphor comprehension. Communication Education, 35(1), 1-12. Stites L., & Özçalişkan Ş. (2013). Developmental changes in children's comprehension and explanation of spatial metaphors for time, Journal of Child Language, 40(5), 1123-1137. Treiman, D. J. (1976). A standard occupational prestige scale for use with historical data. The Journal of Interdisciplinary History, 7(2), 283-304. Vosniadou, S., Ortony, A., Reynolds, R. E. & Wilson, P. T. (1984). Sources of difficulty in children's understanding of metaphorical language. Child Development, 55, 1588-1606. Reprinted in M. B. Franklin & S. S. Barten (Eds.) (1988), Child Language:A Reader. Oxford, England:Oxford University Press. 胡德明. (2003). 儿童空问维度形容词发展顺序的理论解释. 世界汉语教学, 65(3), 61-66. 李春玲. (2005). 当代中国社会的声望分层——职业声望与社会经济地位指数测量. 社会学研究, 20(2), 74-102. 李其维. (2008)."认知科学"与"第二代认知科学"刍议.心理学报, 40(12), 1306-1327. 卿石松. (2019). 中国性别收入差距的社会文化根源——基于性别角色观念的经验分析. 社会学研究, 34(1), 106-131. 唐佩佩, 叶浩生, 杜建政. (2015). 权力概念与空间大小:具身隐喻的视角. 心理学报,47(4), 514-521. 尉建文,赵延东. (2011). 权力还是声望?——社会资本测量的争论与验证. 社会学研究, 26(3), 64-83. 许晓迪. (2010). 现代汉语社会地位的空间隐喻实验研究(硕士学位论文). 上海师范大学. 殷融, 苏得权, 叶浩生. (2013). 具身认知视角下的概念隐喻理论. 心理科学进展,21(2), 220-234. |
[1] | DU Xuan, LIN Jiayi, CHEN Lijing. The Space-time Metaphor of the Children and Teenagers [J]. Psychological Development and Education, 2020, 36(5): 513-519. |
[2] | ZHANG Jia-hui, XIN Tao, CHEN Xue-feng. Cognitive Development of 4-5 years old:The Positive Impact of Appropriate Kindergarten Enrollment Age [J]. Psychological Development and Education, 2011, 27(5): 475-483. |
[3] | ZHANG Li, XIN Zi-qiang, LI Hong, LIN Chong-de. Detecting Discontinuity of Cognitive Development: Routes and Methods [J]. Psychological Development and Education, 2010, 26(1): 100-106. |
[4] | HUANG Hong qing, ZHANG Wei. Cognitive Inhibition and Its Development in Directed Forgetting [J]. Psychological Development and Education, 2003, 19(1): 44-48. |
|