Using the contextual cueing task paradigm combined with colorful object pictures, two experiments were conducted to explore the differences in implicit learning of spatial cues and identity cues between children with autism spectrum disorder (ASD)and typically developing (TD) children. The results found that under the condition of only presenting identity cues, children with autism and TD children can implicitly learn identity cues. Both groups of children implicitly learned two types of contextual cueing when identity cues and spatial cues were presented simultaneously. In the two experiments, autistic children require more time for implicit learning. These results shown that autistic children have the ability to implicitly learn the correlations embedded between items in life scenes, providing evidence for formulating intervention plan.

The one-year longitudinal study investigated the relation between behavioral self-regulation and social adjustment, and the moderating effects of unsociability. At two time point, a total of 113 preschoolers completed Head-Toes-Knees-Shoulder test to capture their behavioral self-regulation, and teachers completed Teacher Behavior Rating Sale to test the preschoolers’ social adjustment. Mother reported their children’s unsociability by completing the Child Social Preference Scale at first time point. The results showed that: (1) In low unsociability preschoolers, behavioral self-regulation at age 4 positively predicted social competence at age 5, but the predictive effect was not significant in high unsociability preschoolers; (2) In low unsociability preschoolers, externalizing problems at age 4 negatively predicted behavioral self-regulation at age 5, but the predictive effect was not significant in high unsociability preschoolers; (3)Behavioral self-regulation at age 4 is a significant negative predictor of internalizing problems at age 5. In conclusion,high unsociability can inhibit the positive effect of children’s behavioral self-regulation ability on social competence, and the negative effect of externalization problem on behavioral self-regulation ability.

This study examined the effects of conflict coping strategies on romantic relationship satisfaction and the mediating role of trust among college couples. A total of 310 heterosexual college couples reported their conflict coping strategies, trust, and romantic relationship satisfaction using a convenience sampling method. Based on an actor-partner interdependence model, the results revealed that: (1) Couples’ respective collaboration and modesty strategies significantly and positively predicted their own romantic relationship satisfaction, with trust playing a partially mediating role; (2) The effect of each couple’s dominance and avoidance strategies on their own intimacy satisfaction was not significant, and the mediating role of trust was not significant; (3) Trust played a fully mediating role in the effect of couples’ respective collaboration and modesty strategies on their partners’ romantic relationship satisfaction, with the suppressing effects of trust in the male group and a non-significant total effect; (4) The effect of couples’ respective dominance and avoidance strategies on partner romantic relationship satisfaction was not significant, and the mediating role of trust was not significant. Based on the actor-partner interdependence model, this study revealed the path mechanisms through which the conflict coping strategies of college student couples affect romantic relationship satisfaction and their actor-partner interdependence model, which has important practical implications for college student couples to develop a healthy and good romantic relationship.

There is still controversy regarding whether intuitive processing or reflective processing is more effective in promoting prosocial behavior. To address this dispute, this study investigated the impact of processing mode, social value orientation, and cost on prosocial behavior through behavioral experiments. The results indicate that the relationship between processing mode and prosocial behavior needs to be explained based on the individual’s social value orientation and the cost they face. Individuals with a pro-self orientation exhibit more prosocial behavior when using intuitive processing, but only in situations with low costs. Individuals with a prosocial orientation exhibit more prosocial behavior when using deliberative processing, but only in situations with high costs. Additionally, the impact of different processing modes on prosocial behavior is not significantly different when prosocial individuals face low-cost situations or pro-self individuals face high-cost situations. The study suggests that the relationship between processing mode and prosocial behavior is complex, and understanding individual differences and behavioral costs can help explain this complexity.

To explore the influencing factors of the elderly’s intention to adopt technology, this study conducted a meta-analysis of 85 studies (comprising 334 effect sizes). The results indicated that: (1) Perceived technology functionalcharacteristics, perceived technology emotional characteristics, and perceived environmental characteristics are highly correlated with behavioral intention. Regarding personal characteristics of older adults, technology self-efficacy showed a significantly positive correlation with behavioral intention, while technology anxiety and resistance to change did not demonstrate a significant correlation with behavioral intention; (2) The type of intelligent technology significantly moderates the relationship between perceived usefulness, ease of use, and behavioral intention, while no moderating effects were found for age, gender, and culture. This study extends perceived technology emotional characteristics and personal characteristics of older adults into an existing technology acceptance model, providing a theoretical basis for future research, design, and application regarding intelligent technologies for older adults.

The present research examined age stereotypes’ effects on middle-aged adults’ subjective memory through the mechanism of selective accessibility model (SAM). Participants were randomly assigned to one of four experimental groups or a control group, and age stereotypes were manipulated by reading a passage with different intensity (extreme/moderate) and valence (positive/negative). Experiment 1 directly presented age stereotypes to the participants and subsequently examined their subjective memory. Participants in the experimental groups tended to choose similarity focus and report better subjective memory than the control group. It’s likely that middle-aged adults’ out-group age identity shadowed the intended phenomena. To reduce such influence, experiment 2 asked participants to imagine themselves being old before presenting the age stereotypes. Influences of age stereotypes on subjective memory were found to differ across intensity, in that when participants reported higher resemblance with extreme age stereotypes, their subjective memory would correspond with the stereotypes more; however, we did not find such effects in moderate age stereotypes. The present findings indicate that selective accessibility model could partly explain the mechanisms of age stereotypes, and that future research could investigate how age stereotypes would influence other aspects of middle-aged adults’ life.

The article explores how the visual magnocellular-dorsal (M-D) pathway affects Chinese reading by investigating how children with developmental dyslexia respond to a game-based intervention that targets the function of M-D pathway and comparing the cognitive profiles and weaknesses of responders and non-responders. The intervention was conducted for 7 weeks with 23 dyslexics from Grades 2 to 5. The M-D pathway function, reading and reading-related abilities of these children were assessed before and after the intervention. Based on the Response to Intervention model, these children were classified into two groups according to their post-test results: a response group and a non-response group. The cognitive profiles and weaknesses of the two groups were then compared. The results showed that: (1) Only some dyslexics became responders; (2) The non-response group had significantly lower scores than the response group in the pre-test measures of rapid picture naming, orthographic awareness, morpheme awareness and phonological awareness; (3) Rapid picture naming and phonological awareness were significant predictors of the response intervention effect. Hence, the improvement of Chinese reading ability through the M-D pathway may depend on a certain level of rapid picture naming ability and phonological awareness.

Cross-language studies have found that the order inconsistency between the expression of the place-value structure of numerals and the expression of arithmetic operands will lead to calculation difficulties. The order inconsistency effect reveals the relationship between language and numerical cognition to a certain extent, but it is not clear how language affects numerical cognition. A series of studies on color categorical perception have shown that secondary task interference and lateralization paradigms are beneficial for revealing the constraint mechanism of language in cognition. Therefore, this study combined these two paradigms with a delayed verification mental addition task involving carry and no-carry problems to explore how the above order inconsistency effect is constrained by language within the same language community through three behavioral experiments. Experiment 1 verified the role of the place-value structure of numerals in addition calculations, which was manifested as a significant order inconsistency effect in addition mental calculation, especially in addition with carrying. Experiments 2 and 3 found that the effect was disrupted by the 1-back interference task of language rather than visual-spatial graph, and there was a right visual field advantage, further revealing the specific role of language in numerical cognition. Based on the lateralized inconsistency effect in addition mental arithmetic, this study not only provides behavioral evidence for the Whorfian effect of numerical cognition but also enriches the understanding of the mechanism of mental arithmetic.

Most of the previous studies on pedagogical agents focused on their effect by improving the attributes and characteristics of the agents themselves, but few studies explored the role of the interactive characteristics of the agents. Therefore, this study explored whether testing can be used as a feature of agent interaction to facilitate learning. The experiment used 2 (agent vs. without agent) × 2 (testing vs. restudy) between-subjects design to explore the effect of agent and testing on learning and subjective experience such as social presence, mental effort and learning motivation. The results showed that both agent and testing can effectively promote learning respectively. Learners in the agent-testing group performed best. The existence of agent improved learners’ social presence, mental effort, learning motivation and interest. Testing could improve learners’ social presence, mental effort and perceived material difficulty, and reduced learners’ interest and motivation. In the design of the practical instructional video, we should not only consider adding the image of the pedagogical agent, but also improve the interaction between the agent and the learners.

A total of 908 children in grade 4 from 7 rural primary schools in Hunan Province were investigated by questionnaire for 3 times over 2 years. Among them, 338 children who had been left behind from T1 to T3 were selected to be analyzed, while 180 children kept non-left-behind were taken as the control group. Our study investigated the influence of parental care development on the general well-being (GWB) development of children in grades 4~6 and the moderating effect of the development of positively interpreting life from the dynamic perspective. The results showed that: (1) The slope of parental care of left-behind children (LBC) showed a marginally significant trend of decline, and the slope of GWB and positively interpreting life exhibited a stable development, but the individual differences among the three variables were significant; different from LBC, the initial level of parental care and GWB of NLBC was higher, and the development speed of GWB showed a significant downward trend; (2) The initial level / development speed of parental care positively predicted the initial level / development speed of LBC’s GWB respectively, and the predictive effect of the initial level of parental care was smaller than that of NLBC; (3) The development speed of positively interpreting life only had a positive moderating effect on the path of “development speed of parental care → development speed of GWB” among LBC. It can be seen that the development of parental care is an important source of the development of GWB for LBC from grade 4 to 6, and positively interpreting life has an enhancing effect on the above dynamic process.

The current study aims to examine how congruence and discrepancy perceptions of parental warmth by both parents and children may relate to children’s depressive symptoms and aggressive behavior using response surface analysis. A total of 2194 grade 6 children and their parents were recruited. They were asked to complete the 4 items of parental warmth. And only children were asked to complete the Child Depression Symptoms Scale and the Child Aggressive Behavior Scale. The main results indicated that: (1) When parent-child parental warmth perception was congruent, the higher the level of parental warmth perceived by children and parents, the lower the depressive symptoms and aggressive behavior of children; (2) When parent-child parental warmth perception was discrepant, the greater the difference between parents’ perception and children’s perception (parents’ perception was more positive), the higher the children’s depressive symptoms and aggressive behavior was; (3) In the influence of parent-child perception difference of maternal warmth on children’s depressive symptoms, the congruence and discrepancy of parent-child perception of girls was stronger than that of boys, but this gender difference did not exist in the influence of parent-child perception difference of paternal warmth on children’s depressive symptoms; (4) In the influence of parent-child perception difference of paternal warmth on children’s aggressive behavior, the congruence and discrepancy of parent-child perception of boys was stronger than that of girls, but this gender difference did not exist in the influence of parent-child perception difference of maternal warmth on children’s aggressive behavior. This suggests that parents should truly understand their level of parental warmth, and pay attention to the role of fathers in parenting, to better promote child development.

In order to investigate the influence of environmental unpredictability in early life on depression among junior middle school students, and the mediating roles of life history strategy and resource control strategy, 551 junior middle school students were measured three times by using the early life environmental unpredictability scale, center for epidemiologic studies depression scale, Mini-K scale and resource control strategy scale at intervals of six months. The results showed that: (1) Environmental unpredictability in early life influenced junior middle school students’ depression significantly; (2) Life history strategy and resource control strategy played independent mediating roles between environmental unpredictability and depression among middle school students; (3) Life history strategy and coercive control strategy played a chain mediating role between early environmental unpredictability and depression. This study was beneficial for us to understand the mechanism of depression among junior high school students under stressful environments from the perspective of life history theory.

This study conducted a two-year, three-wave follow-up survey with a sample of 2,944 adolescents (aged 10~16 years) to examine the longitudinal relationship between inter-parental conflict and mobile phone addiction. Additionally, it explored the role of impulsivity and friend support in this mechanism. The findings showed that: (1) T1 inter-parental conflict positively predicted T3 mobile phone addiction among adolescents; (2) T1 inter-parental conflict could predict T3 mobile phone addiction through T2 attentional impulsivity and T2 motor impulsivity separately, with T2 motor impulsivity exhibiting a stronger mediating effect; (3) T1 friend support could negatively predict T3 mobile phone addiction among adolescents. Additionally, T1 friend support played a significant role in moderating the path between T1 inter-parental conflict and T2 attentional impulsivity, as well as the path between T1 inter-parental conflict and T3 mobile phone addiction. Specifically, it manifests as the protective effect of early friend support gradually diminishes with the intensification of inter-parental conflict. The results suggest that early friend support can buffer the adverse effects of early inter-parental conflict on later mobile phone addiction among adolescents, playing an important role in preventing adolescents’ involvement in mobile phone addiction. However, it should be noted that the protective effect of friend support tends to weaken in the context of high levels of inter-parental conflict.

The study sampled a total of 585 10^th and 11^th high school students from Liaoning Province and Fujian Province with a 3-month interval to investigate the longitudinal relationship between authentic self-presentation and depression, the mediating role of relatedness needs and the moderating role of interpersonal sensitivity. The results showed that: (1) Online authentic self-presentation had a direnct and negative predicting for the subsequent depression of high school students; (2) Relatedness needs mediated the relationship between online authentict self-presentation and high school students’ depression; (3) Interpersonal sensitivity had a significant moderating effect on the latter half pathway of the mediating process. Specifically, when interpersonal sensitivity was high, relatedness needs had a significant negative predictive effect on depression. When interpersonal sensitivity was low, the negative predictive effect of relatedness needs on depression of high school students was insignificant.