The relationship among children's different level of emotion understanding,prosocial behavior and peer acceptance was investigated in a sample of 131 children aged 3 to 6.The result indicated that different trends existed for the development of children's emotion label,emotion decoding and second-order emotion understanding.In general, children's ability of emotion decoding and prosocial behavior significantly predicted the variance of their peer acceptance, however,the association of peer acceptance with prosocial behavior and emotion understanding changed as a function of children's age.For children under 5 years of age,emotion decoding was the best predictor of social preference,while prosocial behavior was the best predictor of peer acceptance for older children.

This study tries to explore the relationship between ToM and parent-child play's participative style and emotion communication through an observation of parent-child play.The results indicate that:(1)After control of age,children's ToM is significantly related to their initiatively joining play,suggesting play of participative style and mother's teaching play.(2)After control of age,there is a positive correlation between children's ToM and their sharing positive affect. Same result is not found between children's ToM and their mothers.sharing positive affect.Some discussion on these findings are also given.

The relation between home literacy and children's phonological awareness was examined on the basis of questionnaires and phonological awareness.The results of structure equation model demonstrated that home literacy could be classified into home literacy resource and home literacy activities,while activities included formal and informal home literacy activities.The three aspects of home literacy contributed independently to children's phonological awareness. Home literacy activities mediate between home literacy resource and children's phonological awareness,and only informal home literacy activities contributed significantly to the phonological awareness.

Feeling of Knowing(FOK)Judgment is a kind of monitor judgment of metamemory.This article used the RJ R paradigm researched the FOK judgment of excellence student and inferior student.The result showed FOK judgment of excellence student and inferior student had significant difference and they had different developmental trend.

Classical cue paradigm was employed to examine the endogenous and exogenous attention in learning disabilities group and age-,gender-,education-matched group with the equipment of EYELINKⅡ.The results happened to be that under the conditions of low endogenous cue predictivity and long SOAs of exogenous cue,no cue validity effects was found in all groups;subjects in grade 6 performed better than those in grade 3;there were no differences on response time and cognitive speed between learning disabled and matched groups but with significant differences on cognitive span and strategy.These results indicated that the attentive quality of learning disabled differed from matched group to some extent.

The equipment Evoked Potential Compact Four was used to investigate the neuroelectrical features and age characteristics of children's working memory development. The results showed that:(1)There was a negative correlation between the child's working memory and the latencies of the P300,but there was a positive correlation between the child's working memory and the latencies of the P300.(2)General trend of P300 development of children was that the latency of the ERP dropped with age increased,whereas amplitude went up obviously with age increased.(3)There were no significant differences between two genders on P300.

The study was to explore the emergence and development of Chinese orthographic awareness and the correlation between the orthographic awareness and vocabulary in 474 preschool and primary school children.Figures,ill-components non-characters,ill-structure non-characters,pseudo-characters and real characters were used as stimuli. Subjects were required to judge whether a stimulus was a legal character or not.The results showed:(1)Children's orthographic awareness emerged and developed gradually.The orthographic awareness didn't appear in preschool,until grade one.It grew with the increase of grade.(2)Preschool children can only discriminate figures among stimuli and school children are aware of the legality of structure and component.The awareness of structure was more easily acquired than the awareness of component.(3)The orthographic awareness developed based on children's vocabulary.Reading ability was correlated with different aspect of orthographic awareness in different developmental stage.

This study examined the cognitive styles of 143 11-year-old children,30 children of impulsive style and the same number of children of reflective style from them were used as final subjects.Their implicit learning is examined by the sequence learning research paradigm.The findings show that:(1)The RT of impulsive style children is lower than that of reflective style children,but they have no significant difference with a proportional measure of magnitude.(2)In the generation task,the performance of all cognitive style children is equal in the inclusion and exclusion conditions,and their performance is lower than random rate level.This means that two cognitive styles children have no significant difference,and their sequence learning is mainly implicit.

The present study examined the developmental trend of 6 dimensions(attitude,taste,study,money, personality and body)of middle school students'self-disclosure.The results indicate:(1)in the whole period from junior to senior middle school,the students'self-disclosure assumes rising in all of the 6 dimensions;in both the period from grade 1 to 2 of junior middle school and the period from grade 1 to 2 of senior middle school,few varieties take place and Grade 2 in junior middle school to Grade 1 in senior middle school is a turning point.(2)there are significant differences among the level of 6 dimensions of the students'self-disclosure,the self-disclosure on the taste and the study dimensions are more than on the attitude and personality dimensions,and once again more than on the body and money dimensions; (3)on all of the dimensions,there are no significant differences in gender while grade differences are great and gender and grade interact with each other.

This study explores the optimistic biases toward HIV/AIDS among Chinese University students.The data were collected by the method of questionnaire;278 students from six universities in Beijing completed the questionnaires.The data analysis shows that the participants demonstrate both strong optimistic biases about the personal risk of HIV/AIDS infection,and about the personal possibility of recovery from the disease in case of infected.Also,no statistically significant correlations were found between participants' knowledge about HIV/AIDS and their optimistic biases towards contracting HIV,and between their knowledge and their optimistic bias towards recovery from AIDS in case of infected.

106 College students containing 46 males and 60 females from Northwest Normal University was examined by use of the Self-Esteem Scale(SES,Hasenberg,1965)and the Achievement Motivation Scale(AMS).Through the frames designed in our experiment,We intend to investigate the relationship between college students career decision-making and self-esteem,the achievement motivation to insight into whether the influence from the framing effect occurred on college students career decision-making.The results showed:(1)pursuing success and the tendency of career decision-making were related,those who avoid failure and their career decision-making existed negative relation,the self-esteem level and the tendency of college students career decision-making were related,however without significance;(2) the variable of avoiding failure in the motivation and the framing effect interacted with each other on college students career decision-making;(3)the self-esteem level had influences on college students career decision-making;(4)the framing effect functioned the tendency of college students career decision-making,and significant influence was showed on above tendency.

This study is intended to explore the development of children's question-asking.90 pupils selected from 3 grades(second/fourth/sixth)were provided with 4 stimulations for asking questions about them.The result shows:(1) Pupil's question-asking increased with grade;(2)The effects of stimulations produced interaction with grades in question-asking,the questions asked by grade 6 pupils about pictures excelled that about articles;(3)The meta-cognition of the reason on question-asking of the pupils increased with grade.

This study investigated the structure and feature of primary school students' conceptions of mathematics leaning by the method of questionnaire.The results showed that(1)there were four factors,named the interest of mathematics learning,the involvement of classroom learning,the views about mathematics,and the quality of classroom discourse, which could satisfactorily explain the variance of primary school students' views of mathematics leaning,and(2)the former two factors showed a significantly decreasing trend with the increasing grade of primary school students,however, the latter two factors showed reverse one,and(3)the boys were significantly higher than girls for the former two factors, meanwhile the girls showed better quality significantly than boys for the latter two factors.

Students with writing dif iculties wrote persuasive essays in 3 different goal conditions.Students in the general goal condition were asked to write an essay according to a topic,and the general goal is that the audience should be agree with their positions.Students in the subgoal condition were given the same general goal plus explicit subgoals based on the elements of argumentative discourse.Students in the oral argument condition were showed the same general goal and subgoals,besides,they also had an oral argument with their partners before writing.The result was that students in the subgoal condition produced more persuasive essays than the general goal condition and the oral argument plus subgoal condition.Students in the subgoal condition and the oral argument plus subgoal condition wrote more integrated essays than the general goal condition.In all goal conditions,subgoal improved the essays' persuasiveness of students with writing difficulties the most.

The study explored the effects of 3 different kinds of Self-evaluation on writing of senior high school students. The results showed that Self-evaluation improved the writing performance to some extent.However,it had no obvious positive effects on the motivation and Self-efficacy of learning in short period.Product Self-evaluation enhanced the accuracy of Self-evaluation on writing,while Process Self-evaluation made little improvements on writing.The integration of Product and Process Self-evaluation facilitated the writing activities significantly.

In order to evaluate the present state of teacher's professional identity,177 teachers in elementary schools and middle schools were surveyed by a questionnaire designed by the authors.The results revealed that the overall level of Chinese teacher's professional identity was positive;there were significant differences between male teachers and female teachers,between elementary school teachers and middle school teachers,between different titles of professional positions,between different professional motivation teachers,between different salary satisfaction teachers.

Scales were used to explore the relationship of adolescents' sensation seeking,parent-child relation and mental health.370 middle school and high school students participatedin the study.The results showed:(1)The demographic variables(gender,couple parents or not,grade,and economic status)had influence on mental health.(2)There are significant relationship between variances of disinhibition sensation seeking,parent-child relation and mental health: disinhibition was positively related with mental health,parent-child relation was negatively related with mental health and disinhibition.(3)After controlling the demographic variables,disinhibition and parent-child relation still played significantly predictive roles on mental health.(4)Disinhibition played a mediate role in the relevance between parent-child relation and mental health.

The 1100 university students were investigated by Spiritual Belief Questionnaire,its result is as follows:the higher the grade,the more junior will have been a turn in the development of religion and god worship,the more sophomore will have been a turn in the development of political,racialism and nationalism,the more university students will have been believing about money;comparing with another speciality,law is apt to believe religion,god and money, industry and agriculture are prone to believ in political belief,racialism and nationalism.

Four equating methods in common-item non-equivalent group design based on the classical test theory were compared.The research data was selected from the TIMSS1999 database.Both the equating Standard Error and a cross-validation analysis were used as the evaluation criteria.And the CIPE program was used to compute the data.We came to a conclusion that,in our research situation,the linear equating procedures were superior to the equipercentile method. Of the linear equating methods,the Tucker linear method was better than the Levine Observed Score equating method, and the Braun-Holland linear method was not appropriate.The Frequency Estimation equipercentile method was with large equating error,and should not be used.

Future Orientation Questionnaire(FOQ)developed by Finnish psychologist Jari-Erik Nurmi and his colleagues was introduced,and its appropriateness for use on adolescents in Chinese cultural background was evaluated. Psychometric analysis indicated that the Chinese version of FOQ had good internal reliability and test-retest stability. Results of Exploratory Factor Analysis indicated that the questionnaire had good construct validity.Criterion-related validity was also examined by using the measure of self-esteem and depression as the criterion.Overall,the results suggested the Chinese version of FOQ provides a reliable and valid measure of future orientation in Chinese cultural context.

This experiment is intended to verify the relationship between theory-of-mind(ToM)performance in young children and their peer interaction in actual lives.The method concerned includes False Belief Test,peer nomination and video-taking which is chiefly about the reactions of children in the pretend play.The result shows young children's TOM performance can reliably affect their peer interaction.TOM-well-developed children seem to be more active,more considerate and more cooperative with their partner during the play,compared to those TOM-less-developed ones.There is no obvious dif erence in children's reactions whether they are playing with their favorite friends or ordinary friends.

With 122 preschoolers between the ages of 3 and 6 from two general kindergartens as subjects,the study explored the interrelationship between the phonological awareness,letter knowledge,and oral vocabulary.The results showed that the correlations between phonological awareness and letter knowledge,phonological awareness and oral vocabulary,letter knowledge and oral vocabulary were all significant.Oral vocabulary predicted significantly phonological awareness and letter knowledge,and letter knowledge and phonological awareness predicted significantly oral vocabulary.

This research used EPQ and SK——Kraepelin Psychological Test to compare the different personality of the pupils in GO characteristic elementary school and common elementary school in Grade 4,5,6. The results are as follows: the extraversion,neuroticism and psychoticism of those pupils who had been trained systematically for several years by GO are better than those of the common pupils;the extraversion is developing with grade.They deal with matters faster and more positively,they have better start-up personality,high-level attention,stronger volition.The research indicated that if the pupils always played GO,it would be beneficial to their healthy development of personality.

According to EFT,60 field dependence students and 60 field independence students were selected.The study examined their prospective memory performance,who were from primary school,junior middle school and senior middle schools.The ongoing task was to judge antonym-nonantonym words.The result indicated that:(1)there is no significantly difference of the prospective memory performance in each age group of primary school,junior middle school and senior middle school;(2)field independence subjects performed significantly better than field dependence subjects in the prospective memory task;(3)the prospective memory performance of event-based task is significantly better than the time-based task.

This study tested the social competence of different aggression/victims groups and the relations between the scores of friend and mutual-chosen friend and peer nominated like-most and like-least.Participants were 474 elmentary school children from the third grade to the sixth grade.The results indicated that there was no significant differences on the number of self-nominated friend among different aggression/victims groups,but there was significant differences on self-perceived social competence,the number of mutual-chosen friend.and peer like-most nominations.On self-perceived social competence,the pure-aggression group had the highest scores,and the aggressive-victimized group had the lowest scores.On mutual-chosen friend.and peer like-most nominations,noninvolved group had the highest scores,and follows the pure-aggression,pure-victim,and aggressive-victimized groups.

The influence of working memory span on children's arithmetical strategies was examined in a sample of 113 primary school children in grade 2.The results indicated that the strategies selection of children with different span had significant difference.These strategies included speaking-aloud,hand-moving,count-in-mind,vertical-formula,decom-position,make-up-the-number,guessing and quit.The execution of the strategies of different span children was also distinct.When the span was aligned from the lowest to the highest,selection of speaking-aloud strategy showed a shape of wave,and the hand-moving,count-in-mind and guess indicated threshold trends,and the vertical-formula,decomposition and quit had the traits of ladder.Chiefly,the performances of children's arithmetical cognitive strategies were obviously limited to their working memory capacity.

The present study examined the characteristics of social comparison of children with LD with 95 children of pri 2 mary school from grade 3～5,applying the method of interview.The results showed that:(1)seventy percent of children with LD spontaneously compared the academic performance with that of their normally achieving children,which was out-group comparison,their motive was self-improvement;only six percent of children with LD compared their academic performance with that of their poorer achieving peers,their motive was self-enhancement;(2)the frequency of social comparison and temporal comparison of children with LD was significantly lower than that of normal children,which indicated that the children with LD not only avoided social comparison,but neglected the temporal comparison;(3)the target level of social comparison of children with LD was significantly lower than that of normal children,and the target level of social comparison of children with LD declined from grade 3～5,showing that the higher grade,the stronger self-protection.

Using self-designed materials,compared with mathematically gifted students,this paper investigated the computational estimation emotion with mathematical learning disability.Subjects were 40 sixth graders from two elementary schools.The results showed that:(1)the total achievement of MD is significantly lower than that of the gifted students. On the mathematical confidence and emotion identification of computational estimation dimensions,the achievement of MD is rather inactive.(2)only the emotion identification of computational estimation is closely related to their achievement of computational estimation.

The mechanism of selection errors in Chinese character naming of a developmental dyslexic case S was investi-gated in three experiments:Chinese character naming,lexical decision and making compound words.There were three main findings.The result of Experiment 1 showed that S made many selection errors compared with the age and IQ mat ched controls.The numbers of selection errors occurred in first morphemes or second morphemes of compound words were not significantly different;Experiment 2 showed that S was confused with two morpheme's positions in a compound word;Experiment 3 showed that controls produced more words than S with the character that S made selection errors and frequencies of the words which may lead S to produce select ion errors was significantly higher than average frequencies of the rest words.These results provide support to Zhou&Wilson(2000)'s multi-level representational model,the results also extend Zhou et al's model by showing interaction between morpheme frequencies and morpheme semantic structures in S's Chinese character naming.

In this study,638 subjects were surveyed by three questionnaires.The results showed that:(1)In friendship perception dimension,students in grade one had higher scores than in grade two.Girls were higher than boys in almost all facets.(2)In friendship behavior dimension,girls'behaviors were more positive than boys'.(3)Girls'satisfaction at friendship were higher than boys',and boys had more anxiety.(4)In different friendship perception,students showed different behavior and experienced different emotion.

This study investigated the developmental characteristics of high school students'seven types of aggression by use of questionnaire.823 high school students took part in the study.The results indicated:(1)Both the reliability and validity of High School Student aggressiveness Questionnaire are much higher.(2)With the increase of the grade,high school students'aggressiveness level increased,in respect of each dimension of aggressiveness.(3)On each of those dimensions of aggressiveness(i.e.nonconformity,verbal aggression,physical aggression,malice,suspiciousness,except for self aggression and irritability),the boys'level was significantly higher than the girls'.(4)On the dimensions of non-conformity and suspiciousness,common school students'aggressiveness level was significantly higher than that of key school students'.

Data were collected from a sample of 270 college students with the Working Motivation Inventory(WMI)and General and Domain-Special Self-Efficacy Scale.Firstly WMI was revised and its reliability and validity were tested;then the relationship of self-efficacy and learning motivation was examined.The results showed:(1)the revised WMI had a good construct validity and reliability;(2)there were gender differences on challenge and depending on others'evaluation:the males challenged more difficulties than the females,and the females more depended on others'evaluation than the males;(3)both general and domain-special self-efficacy positively correlated with intrinsic motivation,challenge and enjoyment;negatively correlated with selection of simple task.

Using the probability principle problems as the materials,two experiments had been conducted to examine the effects of the encoding of multiple examples on problem solving transfer and the process.Experiment 1 probed into the effect of variability of multiple examples combined with the different Self explanation modes on different degree transfer.Experiment 2 using the technology of think aloud,the learning activity and the characters of problem solving had been analyzed in the condition:"multiple/elicited","multiple/spontaneous","uniform/elicited","uniform/spontaneous".It is indicated that:when variability of multiple examples combined with the elicited self-explanation mode,it is beter for transfer and schema generalization.Self-explanation has the key role in understanding principle and acquiring the generalized schema.Different subjects have the different self explanation mode.

A test consisting of 7 word problems that were problematic from a realistic point of view was administered to 207 pupils in Grade 6.The subjects were first asked to solve the problems themselves,and afterwards to evaluate four different answers given to each word problem.The results showed that:(1)The percentage of pupils having realistic considerations is 36.6%,higher than the percentage of pupils having realistic answers(27.3%)significantly;(2)In realistic considerations,the high-achievers were better than average-achievers significantly,the average-achievers were better than low-achievers significantly.In evaluating realistic answers "impossible to know",the high-achievers were higher than average-achievers and low-achievers significantly,while in evaluating no-realistic answers they were lower than average-achievers and low-achievers significantly;(3)A significant increase of realistic considerations was due to the instructional condition.And there was significant interaction between instructional factor and mathematical performance.As in evaluating the realistic answers "impossible to know" and no-realistic answers,the instructional condition had no influence on the subjects.

This study attempts to set up teaching principles of EFL writing under the theoretical framework of metacognition constructed by J.H.Flavell.The empirical study lasted approximately 10 months,in 2 academic terms.The subjects in the experimental group involved 62 first-year university students from two natural classes.The defining characteristics of metacognition in EFL writing were then analyzed by resorting to such research instruments as openended questionnaire and weekly journal.The results showed that EFL learners'metacognition in writing confirmed the Flavell's theoretical framework of metacognition,which consisted of metacognitive knowledge and metacognitive experiences.Metacognitive knowledge involved three types of knowledge:task,person and strategy whereas metacognitive experiences are either positive or negative.And metacognition is developmental.The findings have significant pedagogical implications for EFL instructors and researchers.