57 children aged 3 to 5 years were used as subjects to explore the performances of children in counterfactual reasoning and to explore if they made realististic errors.The result indicated that there was significant age difference in both 2-choice counterfactual task and 3-choice counterfactual tasks.Young children indeed made realistic errors in counterfactual reasoning.But they also chose the third location as their answers in 3-choice task.

The importance of transitive inferences is not dispute to psychologists.Since Piaget indicated this,many developmental psychologists have studied the transitive ability in children.Some investigators made the point that children have difficulties in transitive inferences not because their ability in reasoning,but their low memory span.Young children have a fairly low memory span,so it is hard for them to remember the premises of inferences.So,it is important to design an experiment that can not only examine children's ability of transitive inferences,but also eliminate the need for the memory load.In this study,we designed two tasks in which children could see the premises at the time that they were asked the inferential question,one for length transitivity and the other for weight transitivity.Our aim was to discover whether young children could work out the transitivity problems(A>B,B>C:A?C). 32 children aged from 5 to 6 participated in this study.We used computer to present the problems and let children chose the correct answer from two pictures.The results were as follows:(1)Children aged 6-year-olds did better than children aged 5-year-olds,this age effect was significant;(2)Children's performance was similar in different tasks.(3) The direction of premises had no significant effect on children's performance.These results of this study indicated that children's ability to do transitive inferences developed fairly rapidly from 5 to 6,and children aged 6-year-olds were able to make transitive inferences about length and weight.

English spelling skills and orthographic awareness were investigated in 167 Chinese students from third to sixth grade.The results showed that English spelling of Chinese elementary school students was generally on letter-name stage according to Stage Theory of spelling development and it was improved significantly when moving to Grade Five from Grade Four.It is also found that there is a significant correlation between student's English spelling ability and their orthographic awareness.Furthermore,English spelling ability can be reliably predicted by double position rule awareness in Grade Four,Five and Six children.

571 elmentary school children from grade 3 to grade 5 were used as subjects to investigate the relationships among social preference,friendship quality,passive withdrawal,self-perceived social competence and loneliness,and in addition,to investigate the impact of different level variable of peer relations on loneliness.The results indicated that children's peer relations variables(peer acceptance,friendship quality,self-perceived social competence)can signifi-cantly predict their loneliness;the predictive effectiveness of self-perceived social competence on loneliness is biggest, then the friendship quality and peer acceptance;and passive withdrawal behavior can't significantly predict its loneliness,when the impact of other peer relations variables are controlled.

415 middle school students were used as subjects and the Revised Scientific Creativity Tests for Adolescents as instrument to investigate the relationships of family SES,intelligence,intrinsic motivation and creativity.The results were as follows:(1)there is a significant correlation between family SES,intelligence,intrinsic motivation and creativity. (2)As an environmental factor,family SES has significant direct effects on creativity,and its standardized regression weights is equal to that of intelligence and higher than that of motivation.(3)Family SES has both direct and indirect (through intelligence)effects on creativity,and intelligence and motivation have only direct effects on creativity respectively.

Method of questionnaire was used to investigate mediating role of social support system in academic stressors and coping strategies in middle school student.The results were as follows:(1)Competition Stress has a direct influence on passive coping strategies;Frustration stress also has a direct influence on maintaining coping strategies and active coping strategies;(2)negative social support(such as conflict and punishment)is a mediator between self development stress or target requirement stress and the three types of coping strategies;(3)positive social support is a mediator model between target requirement stress and maintaining coping strategies or active coping strategies.

This two-year longitudinal study mainly explored the developmental relationship between alcohol expectancies and drinking behavior.About 1000 adolescents in Beijing were selected to fill in the questionnaires.The results indicated that:(1)both drinking behavior and alcohol expectancies were increased during the two years.While the girl's developmental rates of drinking behavior and positive alcohol expectancy are higher than those of the boys.(2)as the low grade students reached higher grades,they demonstrated more varieties of drinking behavior and alcohol expectancies than the general level of the same grade a year ago.(3)the basic relationship among drinking behavior,positive expectancy and negative expectancy remained stable during the two years.But the effect of negative expectancy decreased while the effect of positive expectancy increased.

379 random sample of middle school and university students was selected delaminated,based on multi analysis and multi-regressive analysis,combing literature research and method of structural equation model,the structural relationship among demography variable,big five personality and subjective well-being(SWB)was reviewed.It shows that two factors of demography variable,grade and family economic situation not only had significant direct influence on SWB,but also had indirect effect on SWB,which through the intermediary from extraversion and neuroticism,the two factors of big five personality.The other two factors of demography variable,sex and family location had faintly indirect effect on SWB through the intermediary from extraversion and neuroticism.As far as the relationships between big five personality and SWB,agreeableness was not related with SWB,conscientiousness and openness to experience had indirect effect on SWB,which through the intermediary from extraversion and neuroticism,besides the direct effect on SWB, extraversion and neuroticism acted as the intermediary to influence SWB for each other,and personality integrate with demography variable strengthened the prediction on SWB.

This longitudinal study is intended to examine relationships among dispositional goal orientation,social self-efficacy,and cultural adjustment.Data were collected from 176 freshmen in a university in China.Results indicated that a learning orientat ion was positively related to freshmen's social self-efficacy,whereas a performance orientation was not related to freshmen's social self-efficacy.Freshmen's social self-efficacy was positively related to social and psychological adjustment and not related to academic adjustment.A learning orientation was positively related to social and psychological adjustment,and the relat ionship was mediated by social self-efficacy.A learning orientation was also positively related to academic adjustment,but the relationship was not mediated by social self-efficacy.Finally,a performance orientation was not related to adjustment.The implications for research and practices were discussed.

594 college students were investigated using the revised Extend Objective Measure of Ego Identity Status-2, Identity Style Inventory-3 and Parent-Adolescent Communication Scale.The results indicated as follows:(1)college students in the moratorium status were 6715 per cent,and students in the other three statuses were about 10 per cent,respectively;(2)no grade differences and gender differences were found on the distribution of four identity statuses;(3) in contrast with students in the other three statuses,college students in the achievement status scored higher in the informational style,forclosures scored higher in the normative style,and diffusions scored higher in the diffuse style;(4) openness and problem in parent-adolescent communication had both direct and indirect influences on the identity statuses.Indirect influences were moderated by the identity styles.

Based on a big sample of 8,007 subjects from 36 countries,this study tested the cross-cultural differences in life satisfaction judgments.The results of HLM analyses show that(1)positive affect experience,self-esteem and social relation satisfaction positively predicted life satisfaction,and negative affect experience was a negative predictor;(2) significant variability among nations was found in terms of their average life satisfaction and the correlation between affect, self-esteem,social relation satisfaction and life satisfaction;(3)individualism-collectivism explained the variability across nations of life satisfaction and its correlation with self-esteem,but it didn't made any contribution to explain the relationship between affect experience or social relation satisfaction and life satisfaction.

222 college students and 157 older adults were used as subjects to investigate the stability of regularity principle in their decision making.This research revealed that college students had a significant irregularity inclination while old adults showed no such tendency.Sticking to rules is necessary for rat ional decision.College students made irregular choice and lacked rationality to some extent,faced with hypothetical discount cards for supermarkets.the author interpreted older adults-regular choice as avoiding over consuming witch is an tacit knowledge obtained in the experience of shopping.

The present study was intended to research classroom information processing of primary school teachers in Chinese Language,mathematics,sciences and social sciences and non-teachers by reaction time paradigm.The experiment recorded response time and correct rate as the indicators of teachers response to different type classroom information.The results showed that teachers with subject teaching experience both focused subject content information and classroom activitiy information.Subject knowledge,subject teaching experience and classroom teaching experience played an important role in promoting teachers abilities in classroom information processing and developing teachers expertise.

24 primary school teachers and 98 pupils from Hebei province were tested and interviewed to analyze the accuracy and the influencing factors of primary school teachers'perception of students'attention problems.The results indicated as follows:(1)the accuracy of primary school teachers'perception of students'attention problems is relatively high as a whole;(2)the accuracy of primary school teachers'perception declined with the rising of their teaching age and professional post;(3)there is an insignificantly positive correlation between the accuracy of teachers'perception and the level of their conditional knowledge;(4)the accuracy of primary school teachers'perception is independent of the grade of students they teaching.

The study adopted 796 teachers and Teachers'Organizational Citizenship Behavior Questionnaire,ocnstructed by the authors.The results showed that teachers'organizational citizenship behavior consists of five factors,namely, school identification,altruism behavior,conscientiousness,interpersonal harmony,resources protecting.There are significantly different teachers'organizational citizenship behavior among different qualifications,school grade.The organizational citizenship behavior of senior qualifications teachers is significantly higher than junior qualifications teachers.The organizational citizenship behavior of province school teachers is significantly higher than city school teachers,the organizational citizenship behavior of city school teachers is significantly higher than district school teachers.

A pretest-posttest comparison group quasi-experimental design was adopted,84 grade three pupils were assigned to four phonological awareness interventional groups,namely,the group of purely phonemic awareness training, the group of integrated training of phonemic awareness with letter-sound,the group of integrated training of phonemic awareness with letter-sound and phonemic transcription,and the group of integrated training of onset-rime awareness with letter-sound and phonemic transcription,and the effects of the four patterns of phonological awareness interventions on English phonological awareness and English words decoding skills for grade three pupils were compared.The findings were as follows:(1)in terms of the phonemic blending and substitution skills,the pattern of integrated training of onset-rime awareness with letter-sound and phonemic transcription could result in certain advantage;(2)all of the four patterns of phonological awareness interventions could enhance significantly English words decoding skills for grade three pupils, and could make them to generalize the decoding skills acquired from interventions to the decoding of the unfamiliar words; (3)all of the four patterns of phonological awareness interventions could enhance significantly English words decoding skills for grade three pupils,however,the patterns of integrated training of phonemic awareness with letter-sound could make the largest enhancement.

403 middle school students in Guangzhou were measured by Domestic Violence Scale and Middle School Students Mental Health Scale,trying to find if there was any relationship between body violence,oral violence and cold violence.The results showed that the domestic violence was very common in existence,which had a great impact on middle school students'mental health.The oral violence was more severe than the body violence,while the cold violence was the most severe one.The three types of violence were apparently negatively correlated.The oral violence and the cold violence predicted mental health best,especially the cold violence,which should be paid most attention because of its greater obscurity and harm.

In this paper,we explained the operational meanings of Mental Health Diathsis,demonstrated the structure and the content of Mental Health Diathsis Questionnaire,and discussed the developmental idea and the reliability and validity about the questionnaire.

The present study was designed to revise the Prosocial Tendencies Measure(PTM)developed by Carlo.The researchers investigated four times in Beijing,with the theory based on the Chinese cultural background and the developmental situation of adolescence.The researchers added three items to compliance scale and deleted two items to altruism scale.The results show that the revised measures have sound psychometrical criterion,the Cronbach's alpha coefficient of the public,anonymous,altruistic,compliant,emotional and dire scale of PTM are 0.71,0.78,0.76, 0.74,0.73,0.56,respectively,and the correlation between the six scales and the overal measure are 0.49,0.76, 0.80,0.80,0.79,0.80,respectively.

This paper first defined the construct of parent-adolescent conflict resolution,based upon previous literature and experimental research work and compiled a preliminary questionnaire.914 subjects were involved and the results indicted that this questionnaire had high reliability and validity.Results indicted:①The main five resolutions included: dealing with problem positively,submitting,avoiding,rebelling and attacking,others modulation.②There were notable difference between types,genders and ages to the resolution,and also there were notable difference to the resolution according to different objects.

This study investigated the situation effect on children's moral evaluation of lies and truths in 7, 9 and 11 years of age. Results revealed that all children evaluated lies or truths with positive meaning better than lies or truths with negative meaning in all situations. But in individual situation, there were age effects in the evaluation of modesty lie and prosocial truth, and children better for modesty lie than white lie, while the evaluation of white lie was better than lie in collective situation and lie to hurt someone. The evaluation of blunt truth-telling was getting neutral as the age increased, that was different from truths in other situations.

Eighty-three 4-year-old children from Kindergarten of Peking University were examined in order to explore developing relations between their emotion competence and their peer acceptance. Expression identification task and emotional perspective-taking task were used to assess children's understanding of emotion, and their regulation of emotion was surveyed by teacher-rated coping strategies questionnaire. At last, picture sociometric measurement was used to identify children's peer acceptance. In general, children's regulation strategies were related to emotional perspective-taking and peer acceptance. The correlation between emotional perspective-taking and peer acceptance was marginally significant but disappeared when age was partialled. The association of peer acceptance with emotion understanding and regulation strategies changed as a function of children's age. For older children, only aggressive strategy could predict peer acceptance. For younger children, aggressive strategy and constructive strategy predicted their peer acceptance respectively, and each of them mediated the association between emotional perspective-taking and peer acceptance independently.

This longitudinal study investigated the development of intrinsic motivation in children from 4 to 7 years of age. A total of 110 children participated in this research. Self-reported questionnaire was administrated to measure parental control. Two types of intrinsic motivation(people oriented, object oriented) were measured by laboratory observation in both study sessions. The results indicate as follows:(1) two types of intrinsic mot ivat ion are increased rapidly from 4 to 7 years of age;(2) at both ages(4 and 7), objects oriented intrinsic motivation was significantly negatively correlated with people oriented intrinsic motivation;(3) at both ages, objects oriented intrinsic motivation was significantly higher than people oriented intrinsic motivation;(4) at both ages, the relationship between parental control and children's intrinsic motivation was not significant.

The development of analogical problem-solving and strategy using of 270 children in primary 3~5 by using problem-solving paradigm was explored. The results were as follows:(1) Children in grade 4 had acquired best performance on the quality of the analogical problem-solving;with the grade, the speed of the analogical problem-solving was enhanced.(2) The development of strategies in analogical problem-solving was corresponded with the mixed model and the leap was between grade 4 and grade 5;children choose more analogical strategies over time;the changes in strategy using was variety, competing and also adaptive.

The paradigm of task switching was used to examine the effects of cue and preparation in shifting attention. The subjects were 34 high-and low-proficiency junior high school learners of math. The results indicated that there were significant effects of cue and preparation for general switch cost;and there were only significant effects of cue for special switch cost. High-proficiency learners could make better preparations for the incoming trail through cue and preparation interval than low-proficiency learners.

This study focused on the creative thinking of 990 students with different academic achievements, the results indicate:(1) students with high academic achievement are higher than the low in creative thinking, divergent thinking and convergent thinking;(2) there are significant grade differences in creative thinking, divergent thinking and convergent thinking of high and low academic achievement students;(3) creative thinking is increased with the increased grades;creativity thinking of the high academic achievement students is peaked at grade 2 in junior high school and senior high school, but that of the low academic achievement group is peaked at grade 1 in senior high school;(4) the divergent thinking of students with high academic achievement tends to be increased with the increased grades;(5) convergent thinking of the two groups has a similar tendency, increased in middle school, and stabilized in high school.

Williams' Creativity Assessment Packet and Raven's Standards Progressive Matrices were used to test the correlations of creative inclination and intelligence with academic achievement. The results were as follows:(1) the creative inclination of students was always in the seedtime from primary school to middle school, the creative inclination became stable after middle school and the intelligence was developing;(2) the Chinese scores of primary school students are related to creative inclination, the mathematics scores of students from junior schools are related to creative inclination, the Chinese and mathematics scores of students from primary school are related to intelligence, so are the mathematics scores of students from junior school;(3) the scores of student from every subsection scores of Chinese and mathematics and every grade are significantly related to intelligence, a significant correlation was obtained between academic achievement and intelligence for the students who come from every subsection scores of Chinese and mathematics, the scores of students from every subsection scores of Chinese and mathematics are significantly related to intelligence.

This study uses unconstrainted structural equation model to explore the interactive effects of adolescents' extraversion/agreeableness and internet service preference on internet addiction, by surveying a sample of 481 adolescents through questionnaires. The results indicate that the interactive effects of adolescents' agreeableness and internet social service preference are significant, but recreational, information and business service preference are not significant. Interactive effects of extraversion and internet service preference are not significant.(1) On average effect, adolescents' extraversion, agreeableness, internet social, recreational, and business service preference have positive effects on internet addiction, and internet information service preference has no significant effect on internet addiction;(2) For adolescents high in agreeableness, the relationship between internet social service preference and internet addiction are stronger than adolescents low in conscientiousness.

Objective:In order to explore the teacher-student relationship's development changing trend and type's characteristic in the middle-school students and elementary-school pupils in Yunnan Province;and analysis the effect of teacher-student relationship on students' School Adaptation. Method:Selected the participants according to different layer randomly, then 9055 middle-school students and elementary-school pupils were selected. Every student finished the Teacher-Student Relationship Measure and Adaptation Scale. Result:The analysis showed that(1) The relationship of attachment and friendliness between teacher and student were dropping with grade increasing, and The relationship of conflict and avoidance showed a increasing-droping trend among them, junior high school students were most in conflict and avoidance. Furthermore there was significant different among different grade and gender student;(2) There were three teacher-student relationship types which are contrary type, distant type and close type, and contrary type showed a ascending-droping trend followed grade increasing among them, junior high school students were most in contrary type, distant type were rising with grade increasing, senior high school students were most in this type. The close type were dropping followed grade increasing, elementary-school pupils were most in this type. Also, there was significant different in gender in three types;(3) The relationship of conflict and friendliness significantly predict students'school adaptation, however avoidance significantly predict middle-school students'school adaptation.(4) The students that were belong the close type had better school adaptation than contrary type and distant type. Conclusion:We should enhance education for students' close type in teacher-student relationship, and especially pay more attention to middle-chool students' teacher-student relationship.

In the research, we selected 6579 students from grade 3 and grade 5, and used the tool of K-means cluster and discriminant analysis. The result showed:(1) According to school adjustment internal indications,the children could be classified four kinds:positive adjustment、leisure adjustment、tense adjustment and high risk.(2) The positive adjustment has the positive scores in achievement value, achievement motivation and metal health, and the negative score in problem behavior;The scores of high risk are absolutely opposite to the positive adjustment's. The leisure adjustment has the positive mental health, and the negative achievement motivation;The tense adjustment has the positive achievement motivation, but the negative mental health.(3) Establishing the discriminant function of children school adjustment will provide a primary diagnose for education and mental problem and will bring a new view for other correlative researches.

Questionnaires were used to explore the relationships among college students' identity, career exploration and career decision-making difficulties. The results indicated as follows:(1) different type of identity has significant difference in career exploration,the higher the level of the identity,the higher the career exploration;(2) different type of identity has significant difference in career decision-making difficulties,the higher the level of the identity,the lower the career decision-making difficulties.

Parental warmth and control have been two major focuses of parenting research in the West. Similar work has also been carried out in China. The cross cultural comparisons seem to suggest that Chinese parents are not as warm as Western parents and, to some ext ent, are also more controlling than Western parents. Whereas culture has been used as a convenient explanation for these differences, we believe that Chinese parents and Western parents may have different conceptualizat ions about warmth and, to a lesser degree, control. In the present study, we focused on warmth and tested the hypothesis that, whereas Western parents, as well as the instrument used to measure parenting, emphasize emotional or psychological warmth, Chinese parents might distinguish between motional and physical warmth. The latter refers to parental behaviors and actions directed at improving the child's physical or material well-being. We constructed parenting questionnaire items that were aimed to differentiate among emotional, health-oriented physical, and material oriented physical warmth. The sample was taken from two primary schools and one secondary school in Beijing and one primary and one secondary school in Shanghai. Primary school grades 2, 3 and 4 and secondary school grade 2 students and their parents were included in the sampling. The total number of students approached was 1040, of whom 905 had complete data from both the students and their parents and were included in the analyses. Of the 905 students, 49.2% were female and 50.8% were from secondary schools. The average age of students was 11.09(SD= 2.90). Among the 905 parents, 73.52% were mothers. The average age of parents was 39.26(SD=4.74). The Parenting Style and Dimensions Quest ionnaire(PSDQ) were administered to the parents. Of interest were the nine items that targeted emotional support and warmth. In addition to the PSDQ, parents were also given 23 self-constructed items of which 8 were related to emotional warmth(e. g., "I'll spend time to keep my child company"), 9 were related to health oriented physical warmth(e. g., "I am concerned with my child's diet"), and 6 were related to material-oriented physical warmth(e. g., "I will make sure that my child has a good material life"). Various child variables were also obtained. Exploratory and confirmatory factor analyses support the three-factor-model. The three factors were emotional warmth, health-oriented physical warmth, and material-oriented physical warmth. The average factor loading was 0. 62. Most of the goodness of fit statistics was satisfactory. On all three factors, parents of primary school children had higher scores than parents of secondary school students. The threewarmth factors showed both similar and different correlations with such child outcome variables as academic achievement, peer acceptance, and self-concept. For example, emotional warmth was more strongly correlated with child outcome variables than physical warmth and health-oriented physical warmth was least correlated with child social outcome variables. The different warmth dimensions were also more strongly correlated with child outcome variables for primary than secondary school children. However, all the correlations were moderate. These findings lend some support to our hypothesis that Chinese parents and children conceptualize parental warmth differently than what have been reported in the Western literature. Chinese parents emphasize both physical and emotional support of their children even though the former may not be felt by children as much as and thus has less effect on child social outcomes than the latter.

This study was designed to explore the subtypes of developmental dyscalculia through cluster analysis. There were 54 subjects selected from three schools. The results indicated that there were four subtypes of developmental dyscalculia in pupils from Grade 1 to Grade 4, namely, they were auditory subtype, visual subtype, analogue subtype and audio-analog subtype respectively. They had defects in different modules of number processing and calculation abilities.

This study examined the roles of different components of phonological awareness and the moderating effect of reading levels in learning to read in English among Mandarin-speaking children in primary school. Seventy-four third and fifth graders in Study 1 finished detection and deletion tasks of phonological awareness in both Chinese and English, an English word identification task and an English work attack task. Eighty-three poor English readers and 73 average readers in Study 2 completed a deletion task of English phonological awareness as well as English word reading tasks. Results indicated that English onset-rime awareness accounted for significant part of variances of English reading even after controlling for age, nonverbal IQ and other components of phonological awareness. While Chinese onset-rime awareness accounted for unique variances for word recognition and tone awareness did for nonword decoding, their effects on English reading were mediated by English onset-rime awareness. Moreover, children's reading levels moderated the relation between phonological awareness and English reading. English onset-rime awareness was the only significant predictor for non-impaired readers, whereas English syllable awareness was the only significant predictor for poor readers. This study revealed the importance of onset-rime and syllable awareness in learning to read English among Mandarin-speaking children, suggesting that native language experience may have significant effects on learning to read a second language.

The study recruited 32 elementary mathematics teachers and 1691 students from the thirty classrooms where the teachers taught. Two measures were used to assess the teachers'subject matter knowledge and pedagogical content knowledge of elementary mathematics. Fifty-five sessions of classroom instruction were videotaped and then were coded in terms of cognitive demands of learning tasks the teachers used and the ways they led classroom discourse. Student mathematical term examination score was measured as learning outcome. Hierarchical Linear Model(HLM) results indicated that teachers' pedagogical content knowledge, the cognitive level of mathematical learning task, and the classroom discourse significantly predicted students' conceptions of mathematical learning;meanwhile, teachers'subject matter knowledge had no significant effect on student achievement of mathematics.

801 students from junior and senior school completed tasks of designing syllabus for writing,writing short essays and amending an article with faults.The result indicated as follows:(1) as a whole,the thinking traits are increased significantly with increased grades,showing a faster step from 8th to 9th grades;(2) the traits of profundity and flexibility are increased with increased grades, however, they are decreased in the 10th grade;(3) the traits of criticism and originality are significantly increased from 7th to 10th grades;(4) significant differences in gender are found in grade 7,8, 10 and 12.

Through the experiments of induced affects and English reading, it was found that language cues may exert significant influence on part icipants' affects. Specially, the positive language cue may lead to positive affect, while the negative language cue may cause negative affect. With negative affect, participants may perform better in the recall of micro-informat ion than macro information. With positive affect, participants may choose lower criteria, so they will have high memory intention, while the negative language cue may cause participants to have low memory intention.