This study examined the ability of self-control of Chinese 2-year-old in delay of gratification paradigm.2-year-olds already had some ability of self-control,and the individual difference was significant though the genderdifference was not.They also had already been able to use some kind of delay strategies,such as distraction,looking for comfort,passive waiting,seeking help and avoidance,in which the distraction was the most popular one.Different strategies had different contribution to the delay time.And 2-year-olds could use same strategies in different situations.

Eighty-two 3-and 4-year-olds who just enrolled in one kindergarten were examined in order to explore developing relations between their understanding of emotion and their social behaviors.Their family emotional expressiveness was also surveyed by family emotional expressiveness questionnaires just before they enrolled in kindergarten.Their understanding of emotion was assessed by one experimenter after they had been in preschool for 2 months.At the end of the first semester,their development of social behaviors was assessed by their close teachers.It was found in that the differnet aspects of their parents'emotional expressiveness had a bit different relations to their development of emotion understanding and social behaviors.The study also replicated and extended the findings that young children's emotion understanding may mediate between their family expressiveness and their development of social behaviors.

Theory-of-mind(TOM)is an area of much concern among developmental psychologists.Disagreements still existed among researchers concerning the age at which children obtain TOM and the stages of its development.In the present study,the ‘unexpected transfer' and‘deceptive appearance' test tasks were employed in a sample of 233 3-6 years old children from three urban kindergartens,in an effort to explore when children obtain the ability of TOM and how this ability developed with children's age.The results indicated that children had developed the ability to distinguish between appearance and reality before the age of three,but they could not understand false beliefs.Four-years old children developed the understanding of both his ther own and others'false beliefs in the deceptive appearance task,and five-year old children were able to understand the false beliefs in the unexpected transfer task.Age from 4 to 5 seems to be the critical age at which children obtain theory-of-mind,but it could vary with the test tasks employed.No significant gender difference was found in children's understanding of false beliefs.

The experiment investigated the development of the speeds and spans of mental addition of 180 primary school students.Results showed that the speeds and spans of mental addition of the pupils increased with the growth of subject's grades.The growth rate of the mental addition speeds and spans of the between first,second,third,and fourth grades were all higher than that the between fourth,fifth,and sixth grades.The experiment discovered that the development of the figure spans and mental addition speeds of the schoolchild were two important factors promoting the development of mental addition spans.

This study used the method of triangular verification analysis to test the development of representation about three kinds of schemata,which were natural category scheme,events scheme and text scheme with 180 children as Ss from 10.1 to 15.3 years in Changchun city.The conclusions were as follows:1.The representation of children´s three kinds of schemata showed there were three diferent levels:component level,component and global level,global level,which growed with age increasing as well as were limited by children´s thinking and their experience in life or events.2.The representational development of children&s schemata was not only successive increasing at stages,but also exited in important stages in developmental trend.

The research discussed the development of children's classification ability based on "similarity" and factors affecting the result of classification.The subjects were children whose age ranged from 4 to 9.Six stimulating pictures were used as testing objects.In each pair of the pictures there might be zero,one or two same objects.Some of the pictures were totally stimulating and others were gradually stimulating,either with examples or without examples.The results were shown as follows:(1)With the ages increasing,children's ability of classification based on "similarity" improved.(2)The result of the classification mode that used target pictures was obviously better than that of free classification mode.(3)Those who were tested in gradually stimulating mode achieved better grades than those involved in totally stimulating mode.

223 5th,8th,11th graders were seleeted to explore the relation between the level of processing to study item and the context effect in recognition and age diferenc of this relation.The results show:(1)On the condition that subjects made deep level of processing to study item,the differences of the magnitude of the context ef ects of three grades are not significant;But on the condition that subjects made shallow level of processing to study item,the average of the context effect of the fifth graders is significantly higher than that of the 8th gradersand that of the 11th graders,and the dif erence of the magnitude of the context effect between the 8th graders and the 11th graders is not significant;(2)Context effects in recognition of the 5th graders are consistent with the outshining hypothesis,and context effects of the 11th graders and the 11th graders are consistent with the additive global matching models.

736 4^th to 8^th,10^th to 12^th graders from liaoyang city were selected to explore the relationship between parental conflict,adolescent coping strategies and adolescent social adjustment.The subjects were asked to report their parental conflict,their coping strategies,their problem behavior,depression and well-being on an anonymous questionnaire.The result shows:(1)Parental conflict related to adolescent were significant more than those related to parents themselves.Parental conflict related to adolescent had significant gender and grade main effects;(2)Adolescents reported indirect coping strategies were significant more used than direct ones when their parent conflicted.Moreover,there were significant gender and grade main effects in both coping stragegies;(3)Adolescents'problem behaivor had significant gender main effects.And adolescents'academic problem,depression and well-being had significant grade main effects;(4)The more parental conflict were,and the less adolescent coping strategies used,the more problem behavior,academic problem and depression and the less of perceived well-being were;(5)Parental conflict related to adolescent significantly predicted adolescents'problem behavior and academic problem.Parental conflict related to parents had significant effect on adolescent academic problem and depression.Direct coping skills significantly predicted adolescents'problem behavior.While indirect coping strategies significantly influenced adolescents'well-being.

The present study was designed to probe into the components of metacognition,to be exactly,the hypothesis of three-component.The procedure was as the following:an inventory involving metacognitive knowledge,metacognitive experience,and metacognitive skill was designed;and then it was conducted to 801 middle school and college students for 3 times;finally,analysis the data by means of Confirmatory Factor Analysis with LISREL 8.02.The result suggested that the 3-components hypothesis was acceptable:the fitness between 3-component hypothesisand the data was good,and the fitness between 3-component hypothesis and the data was better than the fitness between other hypothesizes and the data.

Through analyzing the intelligence,behaviors and cognitive ERP(Event Related Potential)of MBD children,it is found that the intelligence levels of MBD children are normal but the mean level is lower than that of the normal children.Their selection ratio of behavioral problems and indexes of behavior scales are higher than those of the average normal children.Also the latent periods of N2 and P3 which reflect cognitive ERP of the brain of the MBD children group are longer than those of normal one,and the distinctions between them are obvious.

207 primary students'conceptions of Chinese language and literacy were investigated through questionnaire and open interview.The results showed that 1)the higher-grade students'conceptions of Chinese language and literacy were significantly less vague than the lower-grade students.2)6th and 4th grade students'score on the conception of the nature of Chinese knowledge was significantly higher than 2nd grade students,which means that the former students were more apt to think Chinese language and literacy as relative,interrelated,and open than the later students.3)6th grade students'score on the conception of the learning process of Chinese knowledge was significantly higher than 4th and 2nd grade students,which means that the former students were more apt to learn Chinese language and literacy by reception,memory and exercises as well as construction,imagination,and inquiry.

The effects of text macro-signals on the topics'access and the retention of the information of the text were explored in the normal and fast reading conditions.The participants were the students in Grade Two of a senior middle school.The results showed that the difference in the topics'access between normal and fast reading didn't reach significant level while the reading text contained macro-signals.However,the participants in the normal reading condition scored significantly higher than the participants in the fast reading condition,and that the facilitating effects of macro-signals on the retention of the information of the text were both significant in the two reading conditions.It was implied that fast reading was a process that the readers constructed the structure of text by taking the advantage of macro-signals and searched the structure.

In present study,the questionnaire was administered to 268 teachers in middle school.The participants rated the effectiveness and using possibility of six kinds of methods in dealing with students'five kinds of mental health problems.Results showed that(1)when dealing with learning burnout problem and withdraw behavior problem,teachers thought that care feeling strategy is more effective,when dealing with self-centered problem and anxiety problem,the more effective strategy are behavior canalization and language canalization respectively,and when dealing with aggression problem,teachers thought the punishment strategy is more effective;(2)As to the using possibility,when dealing with learning burnout problem,withdraw behavior problem,self-centered problem and anxiety problem,teachers apt to use language canalization strategy,when dealing with aggression problem,teachers apt to use behavior canalization strategy;(3)When dealing with learning burnout problem and self-centered problem,teachers with more than 20 years teaching experience believe that duty shift strategy is more effective.

In this research,10th,11th,12th graders from high school and professional schools,were selected to explore the relation between their achievement goal orientation and mental health.Analysis revealed that students'learning goal orientation was higher than performance goal orientation.Learning goal orientation of students in professional schools was higher than that of students in high schools,and students who had high learning goal orientation possessed more healthy psychology than those who had low learning goal orientation.

1964 students from 9 schools of LanZhou as subjects joined in a inventory to research the relations of middle school students.life events and coping styles and anxiety.Results show:(1)The main life events which infulunce middle school student.a mental health in turn are:study pressure,interpersonal trouble,be punishing.(2)There is close relation between coping styles and anxiety.(3)Coping styles is the intervene variables between life events and anxiety.

The purpose of this study was to examine the psychometric properties of GHQ-20 in the assessment of psychological well-being of Chinese college student.The total sample consisted of 1142 college students from first year to third year at two universities in Beijing.The study consisted of two different studies--study one(354 subjects)and two(788 subjects).Results of study one indicated that GHQ-20 consisted of three sub-scales,which were GHQ-sense of adequacy,GHQ-depression and GHQ-anxiety.Results of both studies indicated that GHQ-20 was of satisfactory reliability,and the three sub-scales possessed either satisfactory or marginal acceptable reliability.Both studies reported a well established validity for GHQ-20 and the sub-scales respectively.Based on these findings,wesuggested that GHQ-20 could be considered as a satisfactory measure for psychological well-being of Chinese college student.The three sub-scales could be at least useful measures for student's psychological well-being.

On referring related foreign materials,this research designs a vocational interest inventory,which is applicable to Chinese middle school students.The exploring factor analysis to the test results of 309 subjects indicates that:the inventory has clear construction.The extracted six factors could be explained as Reality(R),Investigate(I),Art(A),Society(S),Enterprise(E)and Common(C).This result is consistent with Holland's Six Vocational Interests.But the relationships among six vocational interests are not completely consistent with Holland's Vocational Hexagon.Further analysis indicates that vocational interest of students above grade 9 has been differentiated.Grade and sex factors have remarkable influence on students'vocatioal interest.The interaction between grade and sex is not notable.

Bullies,victims,bully-victims and the not-involved were assigned to1089 primary and junior middleschool children by means of Olweus' Bully/victim Questionnaire.Children's peer acceptance,peer rejection andsocial status in the four groups were examined.It was found:(1) There were significant sex and grade differencesin the distribution of the four groups,with more boys classified as bullies but more girls as not-involved,and morechildren in primary schools involved in bullying than in junior middle schools.(2) Bullies had a highest score inpeer rejection and an average score in peer acceptance.(3) Victims and bully/victims had a higher score in peer rejection and a lower score in peer acceptance than not-involved children,however there existed sex differences in theassociation between victimization and social status,with male victims underrepresented in popular group,relative tomale non-victims,while female victims not.

The present study probed into the difference of self-regulated learning between LD students and talent students,in order to discover the possible cause of LD students' low performance.The subjects were 37 LD studentsand 44 talent students,all of which were selected from primary school students,and then 3 questionnaire were conducted to them.The result suggested that:①there was difference on the slef-regulated learning between two kindsof subiects,for example,LD students showed avoidance goal-orientation,preferred surface processing style orshowed self-handicap,and adopted emotional strategy when facing school failure.②there was also some differenceon the relationship among the components of self-regulated learning between two kinds of subjects for example,forthe talent students performance goal-orientation could facilitate learning,while for the LD students performance goalorientation would handicap learning.However,these two kinds of subjects still showed some similar on the relationship among the components of self-regulated learning.

The study used questionnaires to examine whether preschool children's play behavior relate to social skilland learning behavior,and differ according to age and gender.The result indicated that,as to the play behavior,there are significant differences among different age and sex groups.The canonical analyses showed that the predicted effect size of play behavior to social skill is more power than reveres.Prosocial play behavior was positive associate with learning ability and motivation,whereas disruption and withdraw in play related to lack of learning abilityand motivation.

Peer relationship has significant effects on middle school students'smoking behavior,but there are a fewstudies in this area.Social Network analysis techniques provides us a new way to explore it.1091 7^thto 12^thgradersfrom one ordinary school and one key school in Beijing city were selected,NEGOPYwas applied to analyze peer relationship of middle school students.The results show,one-way selection friends were significant more than mutualselection friends;the percentage of smoker among middle school students who have mutual selection friends weresignificant higher than one among middle school students have one-way selection friends;the percentage of smokeramong middle school students who were selected as friends by other students were the highest.

This study focused on the development features and sex difference of the students in senior high school.Results showed:(1) creativity thinking improved slowly with ages,senior two students' creativity thinking was in theebb;(2) There was little significant sex different in senior students;(3) The relation between senior students' creativity thinking and writing achievements was not positivly correlatedin originality.That between senior students' creativity thinking and math achievements was not positivly correlated in all aspacts.

Based on the investigation of 304 urban adults,the level and influential factors of the sense of well-being(using the evaluation of life quality and life satisfaction as cognitive indicators,using happiness,positive and negative affect as emotional indicators) were explored.The results showed:(1) Urban adults had higher evaluation oflife quality,life satisfaction,and happiness.(2) The cognitive and emotional components of the sense of well-beinghad different patterns of influential factors.The former was affected by age,incoming,interpersonal support andfamily cohesion;The latter was affected by interpersonal support,utilization of support,family cohesion and adaptability.

School risk and protective factors have important influence on adolescents' dviant behavior.This study wasto explore the school risk and protective factors and their relation to adolescents' deviant behavior.1739 junior highschool students in Beijing were selected to fill in the questionnaires.The results indicated:(1) Adolescents' deviantbehavior has significant positive relation with school risk factors and has significant negative relation with protectivefactors;(2) School risk factors scores increase and protective factors scores decrease with the adolescents' grade;(3)Among all the school risk and protective factors,"peer model for delinquency","teacher support" and "perceived expectations for performance and achievement"play an important role in predicting adolescents' deviant behavior.

In this study,the possible relations between young children's theory-of-mind and their social behaviorswere probed through a short tracing survey on 57 kindergarten children1Results revealed that the level of theory-of-mind of 4-years-old children is higher than that of 3-years-old children1Furthermore,there is a significant relationbetween the children's theory-of-mind and prosocial behaviors,while the no significant relation between the children's theory-of-mind and aggressive behaviors and withdrawing behaviors.

The purpose of this study was to examine children's peer-group selection and socialization processes andcontributions of the peer group to children's school adjustment.469 children,initially in grade 3 and 6,participated in a 2-year longitudinal study.Data was collected from multiple sources.It was found that children's peer groupswere composed of children with similar school adjustment orientation.Longitudinal analyses indicated that peergroups were moderately stable over the 2 years of period.Moreover,the adjustment profile of peer groups was stable,despite changes in group compositions.The peer group appeared to serve as an important socialization contextfor individual social and academic functioning.

Simulating the situation of children's independent reading in class,the present study investigates the roleof pinyin in the Chinese children's independent reading.The result indicates:(1) Children of 7-8 years old havethe potential of independent reading if provided proper reading materials.(2) Style of pinyin labeled influenceschildren's incidental learning.Possibility of incidental learning is highest under total pinyin condition and lowestunder partial pinyin condition.(3) For all ability level children,partial pinyin goes against their independent reading,and total pinyin is the best style of pinyin labeled in children's independent reading materials.

This study compared the scores of students of field independent style and field dependent style who werefrom the fifth grade of primary school were effected by trial-teaching and normal-teaching in the solution of per centapplied-problem of three kinds of difficulty level.Multiple analysis of variance(MANOVA) indicated:(1) The maineffect of teaching method was significant;On the whole,the scores in trial-teaching were much higher than those ofnormal-teaching in the highest level tests.To the students of field dependent style,the scores difference between thetwo teaching method was nonsignificant in the lowest level tests;The scores in normal-teaching were much higherthan those of trial-teaching in the middle level tests,so the scores difference between the two teaching method teaching was significant;in the highest level tests,the scores in trial-teaching were much higher than those of normal-teaching,the scores difference between the two teaching method was significant.To the students of field dependentstyle,the scores between the two teaching method were nonsignificant in the lowest level tests;the scores in trialteaching were much higher than those of normal-teaching in the imddle and the highest level tests,so the scores difference between the two teaching method was significant.(2) On the whole,the boy's scores were much higherthan the girls'scores,so sex difference of scores was significant;sex difference of scores was nonsignificant in themiddle and the highest level tests.To the students of field dependent style,theboys'scores were much higher thanthe girls'scores in the highest level tests,so sex differences of scores was significant.(3) The main effect of cognitive styles was nonsignificant.

The present study investigated the characteristics of ill-emotion.Six thousand and fifteen high school stu-dents from five different provinces in China responded to a qustionnaire.The results showed that:The conditions ofanxiety,depression,loneliness,hostility and fear are moderate,and the scores of them increased with age.Thescores of grade eleven were significantly higher than grade ten in Depression,loneliness,hostility and fear.

Based on analyzing students' homework,this paper investigates the type of wrongly written or mispro-nounced characters,which always are wrong or are forgot in reading disable children from grade two to grade five.We try to know the reason for reading disability from this.The result indicated that 1) the types of wrong are fivekinds,in which the similar in form mistake is main kind.2) With grade rising,the proportion of similar in formmistake is increased.3) Only in grade two the proportion of the homophonous wrong type is more than the proportionof similar in form mistake.We infer that reading disabled children become literate by graph,not by font and literalmeaning.Therefore,their entry in their psychological dictionary is very few and inaccurate.

Teh present sutdy investigated the relationship between learning difficulty,interpersonal relationship,self-acceptance and mental health used the method of SEM.One hundred and thirty-four eighth graders of a middleschool responded to a questinnaire.The results showed that:(1) Learning difficulty had a significant negative effecton mental health;self-acceptance had a significant positive effect on mental health.(2) Learning difficulty had significant negative effects on both parent-child relationship and teacher-student relatiohsip.(3) Parent-child relationshiphad a significant positive effect on self-acceptance.

In present study,we explored behavior Characteristic,Emotion Disturbance and Stress in Children with Learning Disabilities(LD).Questionnaire was employed in a sample of 107 pupil with LD and whose learning are excellent from 4 or 5-grade of two primary schools in Changchun.The results indicated that(1) According to teachers' and parents' assessment,significant difference was found in behavior disorder、inattention and hyperactivity betweenLD Students(LDS) and excellent learning students(ELS).According to teachers' assessment,the emotional disturbance in children with LD were significant higher than those in ELS.(2) There was significant positive correlationbetween inattention and emotional disturbance(ED) in teachers' assessment,while hyperactivity was not closely related to ED.(3) There was not significant difference in positive stress(PS) between LDS and ELS,but significantdifference was found in negative stress(NS),and in LDS higher than ELS.(4) NS was one of effective predictors toED,but can not predict.PS can predict neither ED,nor behavior disorder.

Based on the six-dimension scale of high middle school students'self-monitoring learning ability in physics problem-solving developed on long term theoretical and phenomenographic researches,the study focused on demonstrate the structure of high middle school students'self-regulated learning ability in physics problem-solving byusing Confirmatory Factor Analysis.The sample was composed of 314 students from Fu' yang city,Zhejiang province.results showed:compared with the six-dimension structure,the five-dimension structure of high school students'self-monitoring learning ability in physics problem-solving was more fitter for the data.From the perspectiveof physics problem-solving process,the high school students'self-monitoring learning ability is composed of fivecomponents,including planning,adjusting,monitoring,testing and reflecting.

many investigators have increasingly focused on the relation between theory of mind and language ability.The relative researches on this point in non-human primates,normal children and subjects of special group(e.g.individual with Autism) were reviewed and commented through evolutionary and developmental lines.It is suggestedthat deifinite language ability may be the basis of passing false belife tasks of theory of mind,but the relationship isvery complicated.Theory of mind and language ability may follow different developmental law,but tyey are concomitant and interactive.

New concepts from cognit ive science have fundamentally changed our view of cognitive development.Inthis paper,we explore the implications of a concepts from cognit ive science.That is capacity.A new conception ofprocessing capacity is introduced.It is said that capacity should be measured on the base of the idea of complexity.Processing capacity is said to be best defined in terms of the number of independent dimensions,that enter into aspecific computation.Conceptual chunking and segmentat ion are often used to represent complex concepts.In thisview,individual differences in processing capacity probably operate through the clarity and effectiveness of representations,and cognit ive development is an interact ion of maturation and experience.

Interpersonal attribution of responsibility is a new field that connects attribution researches with judgments of behavioral responsibility.It gives a new angle of view to the judgment of behavior responsibility by applying attributional theory to the analysis of responsibility of failed behavior.This research tested the relationships between attributional controllability and the will of helping,204 subjects attended this experiment,and two structural equation models which reflected the relationships among controllability,affect,responsibility and helping were set up.EQS was used to test the models and the data fitted both Weiner's model and ours well.The results suggested that the relationships between interpersonal attribution of responsibility and the will of helping were that attributional controllability contributed the judgment of responsibility and the response of affects,and then linked with the will of helping; and in this process,judgment of responsibility and the response of affect had a two-way interrelationship.Controllability had a close relationship with judgment of responsibility,but they were of different variables.These results had the effects across situations.

In all,120 subjects including junior middle school students and undergraduates from Yancheng city,whose eyesight and intelligence were normal,were randomly selected and participated in this experiment.The stimuli materials were consisted of 50 perceptually different pictures which were divided into 3 sets (a、b、c).The stimuli materials were presented in 3 conditions (A、B、C),and on the base of subjects' performance and explanation,the dependent variables were the results of classification based on single-dimension characteristics,whole similarity,two-phrase strategy and other strategies.The experiment design included within-subjects and between-subjects,in which each of the 3 sets of stimuli materials and each of 3 present conditions took turns.The χ²-test was performed on the datum with SPSS8.0 for windows.The results showed: (1) The stimuli-presenting modes had greatly significant effect on undergraduates' classification,but made no significant effect on junior middle school students.(2) Under B and C conditions,The results of classification between junior middle school students and undergraduates was significant,but under A condition there was not significant difference with junior middle school students and undergraduates.(3) The perceptual characteristics of stimuli had no significant effect on subjects' classification.

The present study investigated how young children make accurate causal inferences on the basis of five patterns of variation and covariation.The results were as follows: (1) In these different patterns of variation and covariation,the children showed different ability in reasoning and they have more difficulty in some special patterns.(2) The children's ability of causal inferences in these five patterns developed in order.(3) The children's performance didn't improved according to the increasing in times of contingency.(4) Children use the information of different patterns of variation and covariation,rather than times of contingency of potential cause and effect in their causal inferences.