Lack of sleep has become a common problem for contemporary primary and secondary school students. To examine the mediating role of social support and emotion regulation self-efficacy in the relationship between sleep loss and negative emotion of primary and secondary school students, we used the Lack of Sleep Questionnaire, the Simplified Chinese version of the Depression-Anxiety-Stress Scale, the Social Support Rating Scale and the Emotion Regulation Self-Efficacy Scale. A whole group sample of 1103 primary and secondary school students in Jiangsu and Anhui were selected for the survey. The results found that: (1) Lack of sleep significantly and positively predicted negative emotion in primary and secondary school students; (2) Social support and perceived self-efficacy in managing negative emotion played a separate mediating role between lack of sleep and negative emotion in primary and secondary school students; the mediating role of self-efficacy for perceived self-efficacy in expressing positive emotion was not significant; (3) Social support and perceived self-efficacy in managing negative emotion played a chain mediating role between lack of sleep and negative emotion in primary and secondary school students. It shows that lack of sleep has a significant effect on the negative emotion of primary and secondary school students. Social support and perceived self-efficacy in managing negative emotion have separate and chained mediating effects.

This study aimed to explore the developmental trajectory of Chinese impoverished children’s prosocial behaviors during early adolescence. Latent Profile Model and Multi-group Latent Growth Model was conducted to examine the development trajectory of prosocial behavior and to explore gender differences and predictive effects of parenting style heterogeneity on the developmental trajectory. A sample of 815 Chinese impoverished children (Mean_age = 11.75 ±1.55 years old) were investigated four times in two years. Due to sample attrition, 763 Chinese impoverished children (Mean_age = 13.88 ±1.52 years old) were investigated in the last survey. Results showed that: (1) Impoverished children’s prosocial behavior decreased linearly during the early of adolescence; (2) The heterogeneity of parenting style in poor families had significant effects on the initial level and developmental trajectory of children's prosocial behaviors, with the initial score of impoverished children’s prosocial behavior from positive caring groups significantly higher than other groups, but the developmental trajectory showed a linear decline; however, the prosocial behaviors of the children from the negative control groups were significantly lower than other groups at the initial level, but the developmental trajectory did not change significantly; (3) In terms of gender effect, the initial level of prosocial behavior of girls in the moderate caring groups were significantly higher than boys, and the decline rate of prosocial behavior of girls in this groups were slower than boys. Conclusion: The heterogeneity of parenting style had a significant effect on the developmental trajectory of prosocial behaviors of early adolescent impoverish children. Moderate caring parenting styles can relieve the decline rate of prosocial behaviors of female impoverished children.

Based on the diathesis-stress model and attachment internal working model, the present study examined the relation between negative life events and internalizing problem, as well as the mediating role of rumination and the moderating role of peer attachment. 800 students from three grades of two junior middle schools in Wuhan and Shangqiu were recruited to complete a series of questionnaires: Adolescent Life Events Checklist, Rumination Scale, The Inventory of Parent and Peer Attachment and Depression, Anxiety and Stress Scale. The results showed that: (1) Negative life events, rumination, depression, and anxiety were significantly positively correlated with each other. Whereas negative life events, depression, and anxiety were significantly negatively correlated with each other; (2) Negative life events not only had direct effects on depression and anxiet but also had indirect effects on depression and anxiety through the mediating role of rumination. And these indirect effects could be moderated by peer attachment. Specifically, this indirect effect was more significant for middle school students with lower peer attachment; (3) Peer attachment could moderate the link between negative life events and depression, but this moderating effect cannot be found in the relationship between negative life events and anxiety. Conclusions: Negative life events are an important external factor resulting in depression and anxiety of middle school students. Moreover, rumination plays a mediating role in the link between negative life events and depression or anxiety. Peer attachment can alleviate these indirect effects. These results reveal the psychological mechanism of the influence of negative life events on the internalizing problem in adolescents, and provide useful suggestions for guiding adolescents to improve the level of peer attachment and promoting the development of mental health.

By cross-lagged analysis and latent growth modeling, the current study examined the causal effects of depression and non-suicidal self-injury (NSSI), and the relationship between their developmental trajectories among 581 Grade 7 students from four schools in Guizhou Province followed up over two years. Additionally, the protective role of social support in the above association was further explored. The results indicated that (1) Adolescents’ depression positively predicted subsequent NSSI, but NSSI had no significant predictive effect on follow-up depression; (2) Depression and NSSI were not stable but increased linearly during early adolescence; (3) Both initial level and slope of depression positively predicted the growth of NSSI; (4) Social support significantly moderated the effect of depression’s growth on NSSI’s growth. Specifically, under the high level of social support, the effect of adolescents’ depression growth on NSSI growth was weakened, suggesting that high social support played a protective role. These results revealed the dynamic changes and relationship between depression and NSSI and their protective factor, which were valuable for intervention program making and NSSI reduction.

In order to explore the relationship between undergraduates’ belief in a just world and their learning burnout, and to investigate the mediating role of coping style and boredom proneness, nine hundred and fifty-five undergraduates were measured by using the just world belief questionnaire, undergraduates’ boredom proneness questionnaire, simple coping style scale and undergraduates’ learning burnout scale. The results were as follows: (1) Taking positive coping and boredom proneness as mediating variables, the belief in a just world could not directly predict learning burnout, while boredom proneness played a complete mediating role. Taking negative coping and boredom proneness as mediating variables, the belief in a just world could directly predict learning burnout, while negative coping and boredom proneness played a partial mediating role respectively; (2) The chain mediating effect between positive/negative coping style and boredom proneness was significant in the relationship between belief in a just world and learning burnout. The results of this study are helpful to understand the mechanism of belief in a just world on learning burnout and provide suggestions for alleviating it.

The current study used a questionnaire method and conducted 2407 grade seven students from seven middle schools in Taiyuan and Changzhi, Shanxi Province. We examined the relationship between parental phubbing and adolescents’ cyberbullying perpetration and extended previous literature by exploring the mediating effect of self-esteem and the moderating effect of basic empathy in this relationship. The results showed that: (1) Parental phubbing positively predicted adolescents’ cyberbullying perpetration; (2) Self-esteem mediated the relationship between parental phubbing and adolescents’ cyberbullying perpetration; (3) Basic empathy significantly moderated the relationship between self-esteem and adolescents’ cyberbullying perpetration. However, basic empathy did not moderate the relationship between parental phubbing and adolescents' cyberbullying perpetration.

A one-and-a-half-year longitudinal study (4 tests in total) was conducted to explore the development trend of Internet altruistic behavior (IAB) among adolescents and the relationship between social class and the developmental trends of adolescents’ IAB. A total of 832 participates aged 12~20 years completed all questionnaires. Hierarchical Linear Modeling (HLM) results showed that: (1) The adolescents’ IAB showed an increasing trend over time; (2) Gender, weekly online time and objective social class had no significant influence on the development trend of the adolescents’ IAB, while subjective social class had significant influence on the development trend of adolescents’ IAB. That is, the higher the adolescents’ subjective social class, the stronger the upward trend of their IAB.

As a key indicator to measure adolescents’ mental health, it is necessary to examine the changes in loneliness level of Chinese adolescents with social change, which can help improve the intervention program for their mental health status. This study conducted a cross-temporal meta-analysis of 79 papers to investigate the change trends and influencing factors of adolescents’ loneliness level from 2001 to 2019. Results showed that: (1) Chinese adolescents’ loneliness level has increased steadily over time; (2) Six social indicators of economic condition, social connectedness and social threat might account for the rise in Chinese adolescents’ loneliness level; (3) In contrast with senior high school students, the upward trend of junior school students’ loneliness level was more obvious; (4) Compared with adolescents of Eastern region, the rise of Midwestern adolescents’ loneliness level was more obvious.

Taking undergraduates as subjects, using the task assignment paradigm, Experiment 1 examines the influence of money priming and moral identity on individual moral hypocrisy. Experiment 2 explores the influence of the priming of money abundance and moral identity on individual moral hypocrisy. The results show that: (1) Compared with the control group, money priming caused a significant increase in the number of people who saying one thing and doing another; compared with the group of money scarcity, the priming of money abundance increased the number of people who saying one thing and doing another; (2) The proportion of moral hypocrisy among subjects with low moral identity was significantly higher than those with high moral identity; moreover, money priming significantly increased the moral hypocrisy of subjects with high moral identity. The research reveals that we can reduce the profit-related clues such as money in the situation and improve the level of individual moral identity, which will help reduce the occurrence of moral hypocrisy.

This study explored the role of grade in the process of Chinese children’s reading modes affecting reading comprehension and its internal mechanisms. Participants were 933 elementary children in grades 2 to 6. We compared their reading comprehension scores under three reading modes (reading aloud, mumble reading, and silent reading). The three-minute reading test assessed children’s reading fluency to explore its mediating role in the moderating effect model. The results indicated that: (1) Mumble reading was more conducive to Chinese elementary school children’s reading comprehension than silent reading; (2) Grade played a moderating role in the influence of reading modes on reading comprehension. For second-grade children, comprehension scores in the silent reading mode were significantly lower than those in reading aloud and mumble reading modes. While for fourth-grade children, comprehension scores in the mumble reading mode were significantly higher than those in silent reading mode. In addition, for children in the fifth grade, comprehension scores in the mumble reading mode were significantly higher than those in the other two modes; (3) Reading fluency played a partially mediating role in the moderating effect of grade on the relationship between reading modes and comprehension. This study validated and supplemented Vygotsky’s view of internalization in reading development to some extent, suggesting that we should not blindly correct children’s natural reading modes (such as the muttering phenomenon in reading). In addition, more attention should be paid to children’s reading fluency training because it may help facilitate children’s transition to silent reading.

To investigate the relationship between bully victimization and proactive/reactive aggression, the mediating effect of moral disengagement and the moderating effect of gender, a sample of 2533 middle students (initial age 13.95 ± 0.60, 51.32% boys) was followed up for six months and examined for two waves. The results showed that: (1) Bully victimization at wave 1 could significantly and positively predict proactive aggression and reactive aggression at wave 2; (2) Moral disengagement mediated the relationship between victimization and proactive/reactive aggression; (3) The mediating effect of moral disengagement in the link between victimization and proactive aggression was moderated by gender. For girls, the relationship between victimization and moral disengagement was stronger. For boys, the relationship between moral disengagement and proactive aggression was stronger. The results of the present study suggest that relevant educators should pay attention to the level of moral disengagement of adolescents. Intervening adolescents’ moral cognition will help cut off the link between bully victimization and aggressive behavior.

By using the dual-task rapid serial visual presentation paradigm, two experiments were conducted to explore the difference of attention blink between deaf and normal children in response to disgust and fear body expressions. The results showed that: (1) Both deaf children and normal children had higher correct rate of response to the first target stimulus (T1) disgust than to T1 fear, no matter whether the body expressions were covered or not; (2) Under the condition of complete body expression, only deaf children had attentional blink; but under the condition of arm occlusion, both deaf and normal children had attentional blink. The results confirmed that both deaf and normal children were more sensitive to disgust body expression. The visual attention ability of deaf children was weaker than that of normal children. However, the visual attention ability of deaf children was similar to that of normal children when the arm was covered.

Two studies are carried out to explore the influence of prorelationship motivation on family consumption decision and marital satisfaction. In Study 1, 118 individuals completed an individual decision making task about family consumption, the prorelationship motivation scale and the marital adjustment test. It was found that individual’s prorelationship motivation can negatively predict the rationality of family consumption decision, and positively predict marital satisfaction. In Study 2, the same tools were adopted to test 94 couples under the couple joint decision making situation. According to the mean of prorelationship motivation, couples were divided into three dyad types: homogeneous high prorelationship motivation couples, mixed prorelationship motivation couples and homogeneous low prorelationship motivation couples. It was found that when couples can interact with each other in decision making, there was no significant difference in the rationality of family consumption decision among three dyad types. However, the entire marital satisfaction of homogeneous high prorelationship motivation couples was significantly higher than the other two dyad types, but there is no significant difference between the other two types. In addition, it was also found that prorelationship motivation is correlated with age, marriageable age, children situation, education and income. The results above indicate the importance of interaction and communication in family consumption decision. Moreover, taken together, this research suggests that people had better cultivate prorelationship motivation in their marriage.

Prosocial behavior is defined as behavior that helps others at the expense of self-interest, and can be classified as time-consuming pro-social behavior and money-consuming pro-social behavior according to the loss of benefit attribute. Previous research has suggested that putting a price for time priming leads individuals to reduce pro-social behavior, but less has examined whether putting a price for time priming affects pro-social behavior as a function of subjective social class. This study examined the effects of putting a price for time priming and subjective social class on pro-social behavior through three experiments. The results found that: (1) putting a price for time priming reduced pro-social behavior; (2) subjective social class positively predicted money-consuming pro-social behavior but failed to predict time-consuming pro-social behavior; (3) there was an interaction between putting a price on time priming and subjective social class: under putting a price on time priming, subjective social class positively predicted money-consuming pro-social behavior and negatively predicted time-consuming pro-social behavior; under non putting a price on time priming, subjective social class positively predicts money-consuming pro-social behavior but not time-consuming pro-social behavior under non putting a price on time priming.

The current study investigated whether lexical category affects facial expression perception at early, preattentive perceptual processing stage and whether this effect lateralizes to the left hemisphere of the brain. In an ERP study, four gradual facial expression images, including H1, H2, F1 and F2 were used. The expressions of H1 and H2 were happiness, while those of F1 and F2 were fear. Participants were asked to complete a visual oddball task, in which standard and deviant facial expression images from the same or different lexical categories were presented and a facial image displayed angry was presented as an attention-capturing target stimuli. ERPs showed that, in both the time windows of N1 and N2, amplitude of the vMMN evoked by the between-category deviant was larger than that evoked by the within-category deviant when displayed in the right visual field, but no such effect was observed when stimuli were presented in the left visual field. These results suggested that lexical category affects the perception of facial expression at both early, preattentive perceptual processing stages and post-perceptual decision/response phases, and the effect of lexical category on facial expression perception lateralizes to the left hemisphere of the brain.

Numerous researches have been dedicated to exploring the association between the Approximate Number System (ANS) and mathematical competence in the past two decades. However, various contradictory results have been reported. It remains unclear whether and to what extent and direction the relationship differs systematically and whether variables such as index, task type and task presentation of ANS, math content, and participant age are additional moderators. We investigated these questions by employing of a meta-analysis. The literature yielded 55 articles, 59 independent samples reporting 242 effect sizes found with 12661 participants. The main effect analysis indicated a significant positive correlation (r=0.271) between ANS and mathematical competence. Significantly, the association between ANS and math ability was reciprocal. The moderation analysis revealed that the association was moderated by the index of ANS, math content and participant age. In addition, 82 or more participants are needed to detect the effect. The study set the foundation for further longitudinal, experimental and interventional research and shed light on mathematical education.

Moral judgment refers to evaluating moral behaviors based on one’s principles. This study explored the impact of basic and moral emotions on moral judgment across different age groups through two experiments. Results: (1) Emotion impacts children's moral judgment differently based on emotion type; moral emotions affect their evaluation of behavior, with proud promoting prosocial tendencies and leniency towards antisocial behavior, while shame leads to harsher attitudes towards antisocial behavior; (2) Emotion also influences adults' moral judgment, but primarily in evaluating prosocial behavior; positive emotions like happiness and pride lead to rational rewards for prosocial actions, whereas negative emotions such as sadness and shame increase appreciation for prosocial behavior. This study sheds light on the impact of various emotional contents on the moral cognition of both young children and adults, offering scientific evidence for effective moral education.

A two-year longitudinal study (T1 at 8th grade and T2 at 9th grade) surveyed 1,788 eighth-grade students and their parents from 13 secondary schools in Beijing using convenience sampling to examine the association between parenting self-efficacy (PSE) and adolescent anxiety, and the roles of overparenting and parent-child conflict. Results showed a significant negative correlation between PSE and adolescent anxiety, both immediately and one year later. At T1, overparenting and parent-child conflict fully mediated the relationship between PSE and adolescent anxiety, with three mediating pathways, including the effect of overparenting, parent-child conflict, and chain mediation. Overparenting was also a full mediator between PSE at T1 and adolescent anxiety at T2, while the mediating effect of parent-child conflict was not significant. Additionally, the study revealed the correlation of paternal parenting efficacy with adolescent anxiety differed from that of maternal parenting efficacy. The research results have revealed the relationship between PSE and adolescent anxiety, as well as the underlying mechanisms involved. These findings provide valuable insights for reducing adolescent anxiety.

Academic persistence can help adolescents in relative poverty achieve good academic achievement, which helps them improve their family’s socioeconomic situation through education. Thus, it is of great significance to explore the factors that promote academic persistence. Adolescents with non-urban household registration in the areas out of poverty were followed for one year, to reveal the effect of social mobility beliefs on academic persistence and its boundary conditions. The results showed that: (1) Social mobility beliefs at T1 were nonsignificantly related to academic persistence at T2; (2) Academic coping strategies moderated the relationship between social mobility beliefs and academic persistence one year later, and the relationship was significant for adolescents with higher levels of academic coping strategies. In conclusion, the findings indicated that academic coping strategies positively moderate the relationship between social mobility beliefs and academic persistence.These findings emphasized the significance of both upward social mobility beliefs and coping strategies when facing difficult tasks and challenges for rural adolescents’ academic persistence. Moreover, it may also reveal the effectiveness of the connotation of “both ambition and intelligence” educational assistance policy in China’s post-poverty transition period from a psychological perspective.

Teenagers are in the critical period of life development, but also the physical and mental transition from childish to mature period. As an important part of the family environment, parent-child relationship will have an important impact on the physical and mental development of adolescents. As an important index to measure social adaptability and mental health of adolescents, adolescent aggression is closely related to parent-child relationship. Most of the previous studies explain the development mechanism of adolescent prosocial behavior from the perspective of environmental factors or only from the perspective of genetic factors. However, with the rise of gene×environment research paradigm, the formation and development of individual aggressive behavior have a new perspective. According to previous studies, parent-child relationship is an important factor affecting the development of adolescents’ aggressive behavior. In addition to parent-child relationship, mindfulness, as a positive internal trait of individuals, can also affect adolescents’ aggressive behavior. Not only that, but the development of adolescent mindfulness level is also affected by the parent-child relationship. In addition, both adolescent aggression and mindfulness are influenced by a combination of environmental and genetic factors. Therefore, the research method of gene×environment is helpful to further explain the internal development mechanism of adolescent aggressive behavior. As a consequence, environmental variables (parent-child relationship) and genetic variables (NR3C1 gene rs41423247 polymorphism) will be included in this paper to construct a moderated mediation model. To investigate whether the interaction between gene and environment affects teenagers’ aggressive behavior and mindfulness. The research object of this paper comes from a middle school in Changsha City, Hunan Province. The survey method is questionnaire. After the questionnaire survey, the students were arranged to go to the experimental area, and professionals began using oral swab to collect epithelial cells shed from students’ mouths for DNA samples Finally, 701 valid samples were obtained. This article uses SPSS 23.0 and Amos 24.0 to analyze all the data. The results show that: (1)Mindfulness plays an intermediary role in the influence of parent-child relationship on adolescent aggression; (2)The interaction between rs41423247 polymorphism and parent-child relationship significantly predicted mindfulness, and this interaction pattern corresponded to differential susceptibility model. Specifically, in the negative parent-child relationship environment, the level of mindfulness of adolescents carrying C/C genotypes is lower than that of adolescents carrying G/G and G/C genotypes. In the positive parent-child relationship environment, adolescents with C/C genotypes had higher levels of mindfulness than those with G/G and G/C genotypes.

A one-year longitudinal study examined the changes in the perception of school climate and psychological suzhi among students from the 'Rural High School Entering the City’ program. The sample consisted of 1,157 students (M_age = 15.89 years, SD = 0.69) who came from three rural high schools in the 'Rural High School Entering the City’ program in one of the districts in southwest China. The three-wave study (half a year apart) was carried out before and after rural students entered the city. Results: (1) Compared with their perception of school climate before entering the city, their perceived school climate and sub-dimensions (teacher-student relationships, student-student relationships, the fairness of rules, and clarity of expectations) significantly decreased; (2) Students’ psychological suzhi, cognitive quality, and individuality quality were relatively stable before and after entering the city. The trajectory of their adaptability quality was a U-shaped, declining and rebounding; (3) The correlation between students’ perceived school climate and psychological suzhi becomes weaker after entering the city. Students perceived school climate after entering the city had a significant longitudinal effect on their psychological suzhi half a year later. Practical Implications: Improving the school’s objective environment differs from advancing students’ perceived school climate. Educational authorities and school administrators should foster the 'Rural High School Entering the City’ students’ perceptions of school climate by creating warm teacher-student and student-student relationships in the new school, establishing fair rules and regulations, and clarifying school goals and expectations; therefore, promoting the development of students’ psychological suzhi.

In order to investigate the reciprocal association between negative life events and mobile addiction among university freshmen and the bidirectional mediating role of perceived social support, 1511 freshmen from 5 universities were surveyed with a one-year gap by the Adolescent Self-rating Life Events Checklist (ASLEC), Perceived Social Support Scale (PSSS) and Mobile Phone Addiction Index Scale (MPAI). The results of cross-legged analysis showed that, after controlling the confounding effects of gender, household registration, age and annual household income, (1) Negative life events and mobile addiction positively predicted each other across time; (2) Perceived social support played a bidirectional mediating role across time in the association between negative life events and mobile addiction. The documented findings suggest that improving perceived social support of university freshmen is important for breaking the vicious cycle of negative life events and mobile addiction.

Active forgetting refers to forgetting that is caused by consciously inhibiting the memory process of certain content. Memory formation is a dynamic process that includes memory encoding, consolidation, retrieval, and reconsolidation. Inhibition acting on different phases of memory will result in distinct inhibition mechanisms, which will lead to different types of active forgetting. The characteristics of active forgetting and its cognitive-neural mechanisms when inhibition is applied to the encoding, retrieval, consolidation, and reconsolidation stages are reviewed in this paper. Future research should compare the cognitive and neural mechanisms of different active forgetting phenomena, particularly the similarities and differences in the inhibition process and mechanism. Also, it should include non-cognitive factors in the study. Finally, different populations and their active forgetting processes should be inspected.

Research based on attachment theory has largely demonstrated the influence of attachment type on emotional empathy, but past research has mostly ignored the process and complexity of emotional empathy. The process model of emotional empathy divides emotional empathy into three stages, the performance of each stage is affected by attachment type, and the effect of attachment type on the early stages may be responsible for differences in performance in the later stages. Future research can dynamically examine the effects of attachment type on the process of emotional empathy and its internal neural mechanisms from the temporal dimension; and deeply explore the moderating roles played by different types of emotional cues, different empathic objects, and different situational factors in the influence of attachment type on the process of emotional empathy.

Two hundred and eighty-five preschool children and their mothers were recruited as participants to examine the effect and mechanism of maternal rejection and dopaminergic genes on children’s externalizing behavior. Mothers reported their rejective parenting behaviors, children’s externalizing behaviors, and effortful control. Children’s dopaminergic genes were typed by collecting saliva. After controlling children’s sex, age, and parental education levels, results showed that: (1) Maternal rejection was a significant predictor of children’s externalizing behavior; (2) There was a significant interaction between maternal rejection and dopamine polygenic cumulative scores on children’s externalizing behaviors. The interaction was in line with the “diathesis-stress model”. That is, compared with children with higher polygenic cumulative scores, children with lower scores showed more externalizing behaviors when experienced maternal rejection; (3) The mediating role of children’s effortful control was significant in the above interaction. These findings provide support for theoretical development and intervention research in the field.

On a sample of 450 middle school students who were followed up for one year, the current study examined the bidirectional relationship between sensitivity to threat, social affiliation, and callous-unemotional traits, borderline personality traits by cross-lagged modeling. The results revealed that: (1) The sensitivity to threat and callous-unemotional traits can predict each other; the social affiliation at T1 can negatively predict the callous-unemotional traits at T2; the significant interaction of fearlessness and low social affiliation at T1 can predict the callous-unemotional traits at T2; (2) The sensitivity to threat at T1 can positively predict the callous-unemotional traits at T2, the social affiliation at T1 can negatively predict the callous-unemotional traits at T2; the significant interaction of high sensitivity to threat and high social affiliation at T1 can predict the borderline personality traits at T2. The study reveals the callous-unemotional traits and borderline personality traits share a common etiological trait, which has some theoretical and practical implications for psychological care and preventive intervention for mental health in adolescents.

The extant studies interpreted the gene-environment interactions (G×E) as the different responsiveness or sensitivity to environmental influences between individuals with diverse genotypes and failed to reveal the underlying mechanisms through which the G×E manifest. The present study examined the interaction between HPA-axis multilocus genetic profile score (MGPS) and peer victimization on adolescent aggression, as well as the mediating role of cognitive and affective empathy. The study utilized longitudinal data from a community sample of Chinese adolescents (N = 1076, M_age = 13.31 years, 50.2% girls). The results showed that peer victimization increases adolescent aggressive behavior among those with lower HPA-axis MGPS. Further, the moderating effects were mediated by cognitive rather than affective empathy. For adolescents with lower HPA-axis MGPS, peer victimization was related to lower levels of cognitive empathy, which increased the risk for aggressive behavior. This study provides a new perspective for understanding the etiology of aggressive behavior, emphasizing the importance of exploring the gene-endophenotypes-behavior mechanism.

Physical manipulation is beneficial for young children's learning. However, for children with abstract thinking, researchers hold different opinions on whether physical manipulation promotes or hinders learning. The neural basis for the effect of physical manipulation has yet to be clarified. The learning-test paradigm and functional near-infrared spectroscopy (fNIRS) technique were used to compare the learning results and brain activation patterns between the physical manipulation group and the observational learning group. The results showed that: (1) Physical manipulation promoted children's learning of geometric concept. Children in the physical manipulation group extracted concepts faster and more accurate than those in the observational learning group; (2) In the stage of geometric concept encoding, physical manipulation caused the activation of the somatosensory association cortex, accompanied by a significant inhibition of the dorsolateral prefrontal cortex, which was more prominent in those with low academic level; (3) In the retrieval stage, the somatosensory association cortex was reactivated, and its activation level positively predicted the accuracy. These results suggested that physical manipulation activated the somatosensory cortex, thereby promoting geometric concept learning for children with abstract thinking. Physical manipulation promotes understanding of geometric concepts and alleviate cognitive load, which is more beneficial for children with lower mathematical academic level.

This study employed a lexical decision task to investigate the differences between school-aged children and adults in the mutual influence between visual form processing and phonetic processing during form-sound integration. The results showed: (1) Regarding the influence of phonetic information on visual form processing, incongruent phonetic information interfered with visual form processing in children, while congruent phonetic information facilitated visual form processing in adults; (2) Regarding the influence of visual forms on phonetic processing, congruent visual forms facilitated phonetic processing in both children and adults, with a greater facilitating effect on phonetic processing in adults, while incongruent visual forms interfered with phonetic processing in both children and adults. This study reveals the differences in form-sound integration abilities between school-aged children and adults from two perspectives, that is, the influence of phonetic information on visual form processing and the influence of visual forms on phonetic processing.

Recent research has shown that example study only(EE) was more effective(higher test performance) and efficient(attained with less effort invested in learning or test tasks) than example-problem pairs(EP). For problem solving, free recall and problem-solving bring a heavy cognitive load. The process of acquiring knowledge is gradual, and fade example can be used as scaffolding to support the transition from schema acquisition to schema application. And Carpenter et al. (2020) showed that the potential of retrieval practice to promote problem solving depends on how well it enhances the memory of the necessary information needed to solve problems. The necessary information needed to solve the problem may be the key step in the solution step. Therefore, in order to reduce the cognitive load and ensure that the necessary information for solving new problems can be retrieved, this study assumes that retrieving the key steps in problem solving in the learning process can promote the performance of problem solving. Through an experiment, this study investigated the influence of retrieving key steps on problem solving. In the experiment, the complementary method is used to determine the key steps in the example. One hundred and twenty college students participated in the material evaluation. One hundred and twenty college students were randomly assigned to four experimental conditions (lack of worked example from step one or step two or step three or step four). Chi-square test was conducted for the number of people who wrote correctly and the wrong number of people. It is found that the fourth step in the example is the key step to solve the problem. For the formal experiment, eighty-nine college students participated in the experiment. The experiment was designed by single factor (learning strategy: worked example repeated learning group, worked example-problem solving group, worked example-key step retrieved group) between subjects. The results show that the main effect of learning strategies is significant, and the test scores of the worked example-key step retrieved group are significantly higher than those of the worked example repeated learning group and the worked example-problem solving group. There is no significant difference between the worked example repeated learning group and the worked example-problem solving group. For cognitive load, the main effect of learning strategies is not significant. As for the comprehensive index of cognitive load, the main effect of learning strategies is significant. And the cognitive load of worked example repeated learning group is significantly higher than that of worked example-key step retrieved group and worked example-problem solving group. There is no significant difference between the cognitive load of the worked example-key step retrieved group and the worked example-problem solving group. The results of this study have a positive influence on actual instructions. For the study of problem solving, teachers can provide appropriate teaching tips for students in the learning process, that students can retrieve the key steps in problem solving, and help students to effectively promote learning and solve problems.

The present study tested whether pedagogical agent(PA) can improve cognitive absorption, and whether social presence would mediate the association between pedagogical agent(PA) and cognitive absorption, and the effect of individuals’ tendency to form parasocial relationships (TPSR). The experiment employed a 2(Agent: PA vs.non-PA)×2( TPSR: high vs.low) between-subjects design.Participants (n=92) were dichotomized into high TPSR (n=45) and low TPSR (n=47), and randomly assigned to PA group (n=47) or non-PA group (n=45). Results of ANOVAs showed that there were main effects for pedagogical agent and for TPSR on both social presence and cognitive absorption, and there was also a significant interaction between PA and TPSR for both dependent variables.The results also revealed a mediated moderation.TPSR moderated the effect of PA on cognitive absorption, and the moderating effect of TPSR was mediated by social presence.