Foresight refers to the ability to predict what is going to happen or what is needed in the future.The present study included two experiments.The first experiment using the nonverbal paradigm adapted from the study by Atance and Meltzoff(2005)explored the developmental characteristic of foresight in children of 3,4 and 5 years old.The results showed that young children of 4 years old started to choose the items which will be needed in the future.The second study explored the relationships among foresight,inhibitory control,and theory of mind in children of 4,5 and 6 years old.The results suggested that foresight could be significantly predicted by inhibitory control directly;and inhibitory control fully mediated the relationship between theory of mind and foresight.

Guilt as one of the self-conscious emotion play importment roles in pupils'social development.In order to explore which situations pupils emerge guilt emotion in Chinese background,this study tended to examine the evoking situations of pupils'guilt emotion in two kinds of adults(pupils'parents and pupils'teachers).Based on the standard of reports of two kinds of adults,we further aimed to reveal pupils'development of understanding of guilt emotion.Results indicated that:(1)compared to interpersonal communication situation,the pupils display better ability of understanding guilt in the study situation;(2)the first to three grade is the rapid growth of pupils'understanding of guilt in the study situation.

The purpose of this study was to compare the features of self-regulation responses between Japanese and Chinese young children.166 4-and 5-year-olds children(82 Japanese children and 84 Chinese children)were shown the drawings describing the relation between a "child-child" ,a "child-parent" and a "child-nursery teacher" .They were asked to choose one self-regulation response from four alternatives("self-assertion" "self-inhibition" "impulsive" "dependence").The differences between Japanese children and Chinese children on "self-assertion" "self-inhibition" "impulsive" "dependence" in interpersonal situations were analyzed.The main results were as follows:(1)Japanese children showed more self-inhibition responses than Chinese children in the conflict between children and adults(child-parent and child-nursery teacher);They showed more self-assertion responses in the conflict between children.(2)Chinese children showed more dependence responses than Japanese children;They showed more impulsive responses in child-child relation.

389 children have been investigated for their school readiness with two-steps cluster analysis and the differences of school readiness in age,gender and areas,as well as how these profiles predict later school adjustment.It was found as follows:(1)Two-steps cluster analysis revealed four profiles:comprehensive positive development,physical well-being and motor development risk,physical well-being and motor development strengths and other areas risk,school readiness risk.(2)It's significantly that more girls were the comprehensive positive development type than boys,on the contray,more boys were the physical well-being and motor development risk, as well as school readiness risk profiles.(3)There were more children in urban areas were the comprehensive positive development type than children in suburban areas.The results were contrary in other profiles.(4)The type of comprehensive positive development had higher scores in school adjustment compared with physical well-being and motor development risk and school readiness risk.The profile of school readiness risk performed the worst in school adjustment.

This study was aimed to explore whether the constituent integers had important influence on the processing of fractions by two experiments.In the experiment 1 which repeated the study by Bonato et al.(2007), 25 subjects was asked to compare 1/1,1/2,1/3,1/4,1/6,1/7,1/8,1/9 to the reference 1/5.The results showed that participants employed the componential strategy that was based on the comparisons of fractions' denominators.In the experiment 2,the reference 1/5 was asked to be compared with 1/1,2/4,3/9,4/16,4/ 24,3/21,2/16,1/9 with different integer constituents from those in the experiment 1 but with the same real values.This experiment was administered 24 subjects and the results indicated the use of both the componential strategy and holistic strategy which was based on the comparisons of fractions'real values,but the componential strategy was primarily used as compared to the holistic strategy.Taken together,the results reflected that the representation of fractions was dependent on their constituent integers.

This research examined the relationship of college students'tripartite self-construals and autonomy.The sample consisted of 477 college students came from four universities.The results showed that:(1)Individual self was negative associated with external regulation,and positively associated with identified regulation and integrative regulation.(2)Relational self was positive associated with external regulation and introjected regulation,and it moderated the relationships between individual self and external regulation,identified regulation.(3)Collective self was negatively associated with external regulation,and positively associated with introjected regulation, identified regulation and integrated regulation.And collective self could moderate the relationship between individual self and introjected regulation.The present study verfied the positive relationship between individual self and personal autonomy,and revealed the pattern how relational self and collective self increase the level of personal autonomy.

In this research,the participants were Chinese-Russian bilinguals(15)and native Russian undergraduates(15).To explore the impact of different spacing conditions for reading Russian sentences,all the participants were asked to read Russian sentences,which contained three types of spacing conditions:normally written sentences,regular unspaced sentences and alternatingbold unspaced sentences.Besides,all the Russian sentences were simple sentences that didn't have punctuations.Participants'eye movements were recorded with a SR Research EyeLink Ⅱ eyetracker(sampling rate=500 Hz)that monitored the position of the right eye every two milliseconds. From the results of global analysis,we found that the main effect of participants was significant,and the main effect of spacing conditions was significant,too.Further more,the interaction of participants and spacing conditions was significant.The results indicated that compared with native Russian undergraduates,the total number of fixations of Chinese-Russian bilinguals was more and the total reading time of Chinese-Russian bilinguals was longer. To sum up,for languages with spaces like Russian,removing spaces not only disturbed native Russian readers,but also disturbed readers of the second language more severely.Russian language ability of Chinese-Russian bilinguals and presentation style of Russian impacted their reading.

In the present study,4～6^th graders of primary school participated in the experiment,and the concrete noun pairs were selected as experimental materials.Experiment 1 explored the foresight bias of immediate JOLs.In experiment 1,subjects were instructed that they would have to study 30 paired associates and would have to indicate their JOLs about each pair as soon as it disappeared from the screen.They were told that in the test phase,they would see each stimulus word in turn and would be asked to recall the corresponding response word.Experiment 2 explored the foresight bias of delayed JOLs.The conclusions are that(1)there are age differences in the absolute accuracy of immediate JOLs.Specially,age differences are different in the forward and backward associations.(2) There are age differences in the foresight bias.When students making immediate JOL,there were foresight biases in the JOLs of fifth and sixth graders,but not in the JOLs of fourth-graders.(3)Foresight bias induces students to overestimate their memory.Delayed JOL can reduce the foresight bias.

We examined the effects of the processing and the storage in English and Chinese working memory on English reading comprehension among Chinese middle school students.Ninety-eight students in Grade 8 completed tasks of general cognitive ability,English reading comprehension,Chinese working memory,and English working memory.Using an interference paradigm to cross the processing and storage demands of span tasks,we separated the processing and storage components in working memory.Results showed both the processing and the storage in English working memory significantly accounted for unique variances in English reading comprehension.The processing in English working memory partially mediated the effect of the storage in English working memory and completely mediated the effect of the processing in Chinese working memory on English reading comprehension. The storage in Chinese working memory didn't have significant effects on English reading comprehension.This study supported the multi-component structure of verbal working memory,and the processing is cross-linguistic,whereas the storage is language specific.

This study quoted the domain knowledge into math disciplinary-Disciplinary Domain Knowledge.The study chosen 60 seventh grade students as participants.According to rational number unit,disciplinary domain knowledge test and behavior experiment procedure be produced.The aim of this study is to investigate how disciplinary domain knowledge and mathematical achievement influence on working memory span. The results are as follows:first,the difference between poor students and excellent students are significant in procedural knowledge and conditional knowledge.It illustrate poor students can't do well in math not because they don't know the knowledge but don't know how to use it.Second,adopting the operation span task,working memory span of excellent students is more than poor students,but not significant in simple tasks.In complex-relative,complex-irrelative task,the difference is significant.finally,when storage words is related to math disciplinary,procedural knowledge and conditional knowledge showed a significant prediction on working memory span.when it is not related,conditional knowledge also can be a predictor of working memory span.

1485 adolescents from urban junior high schools(boys,783;girls,702)completed the Center for Epidemiologic Studies Depression Scale(CES-D)and Olweus Bully/Victim Questionnaire during school hours,in order to explore the relation of peer victimization to depression.The results indicated that:(1)Adolescents experiencing any form of verbal,relational or physical victimization from peers reported significantly higher level of depression than those without such experience;(2)A significant effect of interaction between adolescent status of being relationally victimized and status of being physically victimized on adolescent depression,such that those also experiencing physical victimization reported significantly higher level of depression than adolescents without such experience.However,among adolescents not experiencing relational victimization such a difference in depression did not exist between adolescents who reported being physically victimized and those did not;(3)With the increase of events of victimization,the level of adolescent depression increased by linear trends.

To examine the relationship between adolescents'gratitude and Problematic Internet Use(PIU),and whether competence need,relatedness need,and autonomy need as factors of basic psychological needs play a chain mediating effect between them,760 adolescents were tested with Adolescents'Gratitude Scale,Basic Psychological Needs Scale,and Problematic Internet Use Questionnaire.The results indicated that:(1) Adolescents'gratitude was significantly negatively associated with their PIU;(2)Three elements of basic psychological needs play a chain mediating effect between gratitude and adolescents'PIU,that is to say gratitude could directly promote adolescents'satisfaction of autonomy need,as well as through increase the satisfaction of competence need and relatedness need to indirectly enhance the satisfaction of autonomy need,ultimately reduced PIU.

Longitudinal data(N=249)on grade one junior middle school students'life satisfaction and resilience were collected at 4 time points in two years by using the Students'Life Satisfaction Scale(SLSS)and the Resilience Scale for Chinese Adolescents.The present study employed Hierarchical Linear Model to analyze the changing trends of junior middle school students'life satisfaction and explore the longitudinal effects of gender,school regional difference and resilience on life satisfaction.Results show that 1)Junior middle school students'life satisfaction had dropped significantly from the Second Semester of grade 1 to the Second Semester of grade 3;2) The influences of gender,school regional difference on junior middle school students'life satisfaction change were not significant;3)The affect control and family support of resilience had a significantly positive effect on junior middle school students'life satisfaction change,but goal planning,positive thinking and help-seeking of resilience had no significant effect.4)The individual power of resilience showed a larger direct effect and little moderating effect on junior middle school students'life satisfaction change,and the supportive power of resilience showed a larger moderating effect.

499 undergraduate students were investigated to examine the relation between time management disposition and subjective well being by adolescence time management disposition scale,index of well-being scale, affect balance scale.Results suggest that:the relationship between time management disposition and subjective well being is significant,and the gender and grade differences are not significant.Undergraduate student's time supervision and time effect feelings can positively predict their subjective well-being significantly,time effect feeling can positively predict positive feeling and affective balance significantly,meanwhile,negatively predict negative feeling significantly.

Synthesizing and comparing the methods of mediation analysis and effect size index,we suggest the focus on the significance between the independent and dependent variables,both before and after mediation tests,is unjustified and can impair theory development and testing.We recommend that,1)mediator effect can be analyzed by bias-corrected percentile bootstrap method;2)full and partial mediation should be replaced by κ²、R_med² index, whenever possible,confidence intervals for the population effect size should be reported.Mediation analysis and effect size measurement are applied to a real-world example using data from a health promotion program to improve the nutrition habits of firefighters.MBESS package of R software is also provided for researchers to implement mediation analysis and effect size measurement.The future research direction of mediation analysis and effect size measurement is discussed at the end of the paper.

This study concerns the neural mechanisms of the cueing effects on categorization of pictures by using ERP technique.It contains two tasks:judgements of the round/square geometry figures and animals/non-animals. Before each trial,a cue was presented.There are three kinds of cues:valid,invalid and neural ones.As a result, we found the cueing effects on targets:(1)Valid cueing facilitates the perceptual processing of the subsequent targets,which showed by the smaller amplitude of early ERP components.(2)Valid cueing limit the processing of the targets on the certain task,which showed by the larger amplitude of later ERP component's.Valid cueing increases the efficiency of the targets identification,facilitates transmission of information to subsequent categorization stages,where increased neural activity leads to behavioral benefits.To some certain,this study gives advice for improvement of learning and memory.

The reverse relationship of addition and subtraction is critical in children's learning of addition and subtraction.83 children aged 4 to 6 participated in this study.Algebraic Reasoning Paradigm,Cardinal tasks,Magnitude Comparison task,and Running Memory task were administered to examine the developmental trend of 4 to 6year-old preschooler's inversion concept about addition and subtraction,and how this trajectory influenced by Cardinal,Quantity Comparison and Memory Updating.Results showed that:(1)neither in non-symbolic nor symbolic inverse problems,4 and 5-year-old children's accuracy was above chance level.Few 4 and 5-year-old children passed the inverse problems.However,6-year-old kids had a great progress in both non-symbolic and symbolic inverse problems.Almost half of the 6-year-old children passed the symbolic inverse problems.4 to 6-year-old preschooler's accuracy was higher in small number problems than in large number problems,and higher in symbolic quantity problems than analog quantity problems.(2)Preschoolers,those who had already grasped cardinals were much better in the development of inversion concept than those who hadn't.However,according to children's knowledge of cardinal,we cannot predict their understanding about inversion concept.(3)Magnitude Comparison and Memory Updating had salient and positive prediction to children understands of inversion concept.

The task of decision-making in delay of gratification had been used to investigate the development of affective decision-making in preschool children.It involved making a series of choices between a small,immediate reward and a larger,delayed reward for children themselves and for others(research assistant).Experiment 1 tested 40 3-year-olds and 40 4-year-olds,and the result found that there was no difference between chose for self and chose for other on neither 3-year-olds nor 4-year-olds.Both of them preferred to choose delay for themselves and for others.To explain the result of experiment 1,we designed experiment 2 which also asked the children to make decision for themselves and for a research assistant based delay of gratification procedure.But we offered some information about the research assistant;therefore the information could as a cue to help children to make the useful choice for other people.And the perspective-taking task was included in experiment 2 too.60 3-year-olds and 60 4-year-olds were tested in experiment 2.The result found out:for 3-year-olds,the ability of perspective-taking had not well developed,and there was no difference between chose for self and chose for other in any kind of information groups.In contrast,for 4-year-olds,the ability of perspective taking had got developed by a certain degree, and they could make different choices for others based on different information.In sum,children's ability of affective decision-making is related to perspective-taking which shows developmental change during the preschool period in the task of delay of gratification for self and others.As perspective taking develops,children come to approach motivationally significant decision for other people.

The current study investigated the strategies that 3-to 5-year-olds used to make trust judgment based on trustee's competence,by interviewing them with a story.A total of 144 children aged 3-5 years were asked to make trust judgment when facing two different kinds of kids in the story,one was competent and the another was not choosy in food.Before making judgment,a teacher would give her evaluation to the two kids,which occurred on two conditions:condition 1,teacher's evaluation was in favor of competent kid and the teacher thought the competent kid performed better than the not-choosy-food one.Condition 2 went opposite:teacher's evaluation was in favor of the not-choosy-food kid.The results showed that 3-to 4-year-olds were affected by teacher's evaluation when making trust judgment,while 5-year-olds weren't.These results suggested that 5-year-olds made trust judgment based on trustee's competence by trait understanding,while 3-to 4-year-olds made trust judgment by trait valence.

When observers focus their eyes on a particular task,they often fail to notice salient and distinctive objects——such phenomenon is termed "inattentional blindness(IB)".It is influenced by low-level properties of the unexpected stimulus,factors occurring after semantic processing of the unexpected stimulus,and observers' characteristics.Inattentional blindness links perception,consciousness and attention.This study examined the effects of position and meaningfulness of unexpected stimulus on inattentional blindness using the static inattentional blindness paradigm,with 80 randomly selected participants taking part in.The results showed that:(1)IB was not significantly influenced by the position of unexpected stimulus.Perhaps whether position could affect IB was not based on the fixation but the zone of attention;(2)IB was significantly influenced by the meaningfulness of unexpected stimulus.No matter what position the unexpected stimulus was presented,the meaningless one(the reversed icon)always had a higher rate of IB than the meaningful one(the smiling face).

Different age groups of earthquake-exposed survivors(13 undergraduates and 13 middle school students) were investigated in a study-test paradigm using event-related potentials(ERPs).The results showed that:(1)the earthquake-exposed middle school students group had significantly shorter P300 latencies than undergraduates group elicited by old earthquake-related stimuli on frontal-central sites,and higher P300 and LPC amplitude on parietaloccipital sites.(2)The earthquake-related stimuli elicited larger amplitudes than neutral stimuli in P300 and LPC components for two earthquake-exposed groups.It indicated that the earthquake-related stimuli had more effects on the earthquake-exposed middle school students than earthquake-exposed undergraduate,and earthquake-exposed group had memory bias to earthquake-related stimuli.

The present study aimed at exploring the characteristics of adolescents'parental support;effects their its effect on their social adjustment,as well as the mediating effect of emotional intelligence.Parental Support Questionnaires,Adolescents'Social Adjustment Assessment Questionnaires and Adolescents'Emotional Intelligence Questionnaires were administered to the sample consicting of 2623 students(1246 boys and 1347 girls, aged from 11 to 18).The results showed that:(1)Significant differences of parental support were emerged in genders and grades.Girls perceived significantly higher parental support than boys,especially for affection and accompany support.Students in the second grade of senior high school reported significantly lower parental support than those in the first and second grade of junior middle school.(2)Simple correlation results indicated significant relationships among parental support,emotional intelligence and adolescents'social adjustment.(3)Canonical correlation suggested that the correlation between parental support and adolescents'social adjustment was moderate.Canonical variables explained 5.85% of the variance in parental support,28.5%in social adjustment, with the redundamay indexes as 1.23 and 5.99 respectively.(4)Emotional intelligence totally mediated the relationship between parental support and social adjustment.

Based on a sample of 27 older couples,aged 60 to 84(M=69.93±5.89),the marital attachment scale for older adults,and the Questionnaire of marital conflicts were administered.Results were that marital conflicts among old adults were low in frequency and intensity,high constructive,low threatening,and easy to be solved; conflict intensity,frequency and status of conflict resolution were not found significantly different between people with different types of marital attachment;the secure participants felt marital conflict being more constructive than the insecure ones,however,there were no significant differences on the extent of threat feeling of marital conflicts; besides,there was a couple consistency effect on the features of marital conflicts among old adults.

This study investigated the impact of reading engagement on reading literacy of 15-year-olds students by employing two-level linear models from an international comparison perspective.Four countries/regions including Shanghai-China,Korea,Finland and United States were selected from the international PISA 2009 database,and the impact patterns of them were compared.The findings indicated that:(1)Students'reading engagement as a whole was in strong relationship with reading literacy performance under each of the four different cultural contexts. (2)Specifically,among the various variables which jointly defined the concept of reading engagement,reading enjoyment,control strategies,understanding and remembering metacognition strategies,summarizing metacognition strategies had positive effects on reading literacy,which showed a consistent impact patterns among the four countries/regions.However,the amount of reading time,diversity of reading materials,diversity of on line reading activities,reading for school variables,memorization strategies and elaboration strategies had different impact patterns on reading literacy among the four countries/regions.In addition,the study also discussed three ways to cultivate students'reading engagement:increasing personal reading time,increasing the diversity of reading texts and the guidance for effective learning strategies.

The present study adopted cross-sequential design,explored the changing trends of primary school students'learning motivation and the effects of the "Learn to Think" curriculum.Participants were primary school students from Grade 1 to Grade 3,who were randomly ascribed to experimental and control groups.Experimental group students attended the LTT for four years,and the delayed effects were measured one year after terminating the intervention.The results suggested that(1)the surface motivation and achievement motivation showed a descending trend,while the deep motivation showed an ascending first and then descending trend.(2)Boys' surface motivation and achievement motivation were significantly higher than that of girls.(3)The higher the grade was,the lower children's surface motivation,deep motivation and achievement motivation were.(4)After oneyear intervention,the experimental group students'deep motivation was significantly higher than the control group students',and delayed effects were significant.

216 undergraduate students participated in the current study.The study designed three kinds of experimental materials.The relational complexity is constantly changing.It arranged the condition of indirect category learning of individual functional prediction and the condition of indirect category learning relation to referential communication.This study explored the influence of the relational complexity upon the indirect learning of relational category.The results showed that:The learning effect of referential communication condition changes with relational complexity during the function prediction under the condition of indirect learning of relational category.The participants under the condition of referential communication scored significantly higher points than individual condition during the indirect learning of 4 features'complex relation.There is no significant difference during the indirect learning of 6 features' complex relation plus second-order same function simple relation.The participants under individual condition scored significantly higher points than the condition of referential communication during the indirect learning of 6 features'complex relation plus second-order different function simple relation.

This study examined(a)whether there were specific relations between parental behavioral and psychological control and early adolescents'aggression and social withdrawal,(b)whether the above relations were nonlinear,and(c)whether emotion regulation(cognitive reappraisal and expressive suppression)mediated the above relations.Six hundred and ninety-four early adolescents(mean age=13.67 years)participated in this study by filling out questionnaire measures of parental control,emotion regulation,and problem behaviors.The results revealed that(a)both forms of parental control were associated with aggression and social withdrawal(i. e.,no specificity);(b)the effects of behavioral control on problem behaviors were nonlinear,whereas the effects of psychological control on problem behaviors were linear;(c)cognitive reappraisal mediated the relationship between psychological control and aggression,while expressive suppression mediated the relationship between psychological control and social withdrawal.

Equivalent fractions are fractions with the same numerical value,which is constructed on the basis of a certain proportional relationship between two quantities.Previous literature has shown that before receiving formal education,children have had informal knowledge for equivalent fractions.However,they still have trouble in understanding the concept.For this phenomenon,two reasons have been proposed:first,children are limited by the developmental level of operational thinking,because children have not reached multiplicative thinking and conservation concept;second,they lack complete understanding for the different semantic meanings of equivalent fractions.In the future,it is necessary to further explore the developmental path from informal knowledge to the formal concept,and try to conduct teaching experiments of equivalent fractions in children's early ages,and combine a variety of semantic contexts to examine children's concept development level.

Feedback is always an important theme in learning domain.As the development of learning theory, researches on feedback got more deeply and integrated.Recent researches explored the influencing role of different factors of feedback in the context of processing model of self-regulated learning theory on the one hand,and also explored the mediating and moderating role of contextual factors(such as goal-orientation and task complexity)and individual factors(such as emotion and academic achievement)between feedback and self-regulated learning in the context of social cognitive theory on the other hand.Future research should pay attention on the metacognitive monitoring process and internal clues,explore the role of feedback in learning process dynamically integrated with individual and contextual factors,and design feedback that would improve learning and instruction.

Using R/K response task,this study was to explore the memory effects of reflected self-appraisals from mother,good friends and unfamiliar schoolmates.The result from Experiment 1 revealed that among youngsters aged from 12 to 14,the memory performance of reflected self-appraisals from mother and good friends were better than that of unfamiliar schoolmates.In experiment 2,youngsters aged from 15 to 17 were used as subjects,it was found that the memory performance of reflected self-appraisals from good friends,mother,unfamiliar schoolmates showed a tendency of progressive decrease.The two experiments indicated that memory superiority effects of reflected self-appraisals exist with the level of intimate relationship.These memory superiority effects differ among different age stages.

In order to develop a nonverbal behavior expression coding system for children's pride,352 kindergarten teachers were selected to recognize two set of pictures of behavioral movement about children's pride.The behavioral components and behavioral units were determined in the present research.The result indicates:(1) The nonverbal behavior expression of children's pride includes seven behavioral components which are the facial expression of smile and laugh,expanded posture,slightly tilted back head,and the arm actions such as arms akimbo,arms raised above the head and arms raised in front of the chest with hands in fists;(2) The nonverbal behavior expression of children's pride includes twelve behavioral units;(3) The reliability and validity on the nonverbal behavior expression coding system for children's pride are acceptable,and qualify this system as an assessment of the development of children's pride.

It is debated that labels are perceptual or conceptual information in children's induction.Sloutsky and Fisher(2012) firstly reported that similar artifical labels could induce more label-based induction in children,suggested that labels were perceptual attributes.Following Sloutsky and Fisher(2012),in the present study,Chinese children's induction were tested with realistic labels and realistic line drawings,by using control condition,similar label condition and indentical label condition.Similar to triad properties induction task,each triad included target item,perceptual comparison item which was similar to target,and conceptual comparison item which was dissimilar to target.In the control condition,experimenters used "this one"to refer stimulus.In the similar label condition,target and conceptual comparisom item were similar labels which both involved a morpheme which hinted the categorical membership(e.g.,cuiniao-tuoniao).In the identical label condtion,target and the conceptual comparison item share indentical label(e.g.,niao-niao).In experiment 1,three items in each triad belong to one category;in experiment 2,three items in each triad belong to two kinds of categories.The results showed that children made more label-based induction in similar and indentical labels than in control condition,but there was no significant difference between similar and indentical label conditions.The data suggested that(1) similar reality labels could also enhance Chinese children's label-based induction;and(2) labels may have "dual properties"in early induction.

The research examined the relationship between temporal order memory and theory of mind.In study 1,we examined the performance about temporal order memory and theory of mind of 39 children from 3.5-5.5 years old and the relationship between temporal order memory and theory of mind was measured by three different types of materials including causality correlation,and neither-nor texts;In study 2,90 children were involved in to examine the relationship between the two memory components which are comprehension memory and mechanical memory dissociated by depiction,flashback,and flashforward and theory of mind respectively.The result showed that in different materials,the relationship between temporal order memory and theory of mind wasn't significant;5.5-year-old children's comprehension memory was significantly higher than the 3.5-year-old children's;4.5-year-old and 5.5-year-old children's mechanical memory was significantly higher than those of 3.5-year-old children's;Only comprehension memory can predict the performance of theory of mind.

Since Wenchuan earthquake,researchers paid much attention to individuals with posttraumatic stress disorder(PTSD) in China.And attentional bias has been widely demonstrated in PTSD individuals.However,few studies discussed the change of the bias in PTSD adolescents.In two experiments of present study,we intended to examine the time-course and the habituation in attentional bias to the threatening pictures in 40 children who had experienced the Wenchuan earthquake and counterpart without PTSD as control group by the exogenous cueing paradigm.Threat value,presentation duration and frequency of the cues were systematically varied.Results suggest that:(1) when the presentation duration was 100 ms,the trauma control group showed facilitated attentional engagement to the earthquake related pictures.When the presentation duration was 500 ms,all participants showed avoidance of attention to the earthquake related and negative pictures.When the presentation duration was 1250 ms,PTSD group still showed avoidance of attention to negative pictures,but avoidance to earthquake related pictures disappeared;avoidance of attention in trauma control group disappeared.(2) when the cue presentation frequency was six times(presentation duration was 500 ms),the attentional bias to negative and earthquake related pictures disappeared in PTSD group,while that still existed in control group.The present results support that the cycle of "alert-avoid-difficulties in disengaging " existing in the attentional bias of PTSD adolescents to the threatening information,while their attentional bias will be eliminated with the increase of the presentation frequency.Besides,the control group's attentional bias to threatening stimulus is easier to eliminate with longer present time.

66 undergraduates and 40 children from Grade 4 were selected.The choice/no-choice method research paradigm was used.Using the self-compiled multiplication estimation problems,the different effect of math anxiety on strategy use was investigated in adults and in fourth-graders.Results showed that(1) Math anxiety only affected adults' accuracy of strategy selection in the free choice condition.(2) Children's strategy distribution and accuracy of both strategy execution and strategy selection in the best choice condition were affected by math anxiety.(3) The adaptability of strategy selection,which based on the accuracy of strategy use under choice conditions,was affected by math anxiety for both adults and children.Low-anxious participants chose estimation strategies more adaptively than participants with high math anxiety.Different potential mechanisms of math anxiety on adults' and children's arithmetic strategy use were discussed.

The own-age effect refers to a phenomenon that individuals show superior performance in identifying faces of their own age when compared with other-age faces.Based on 3(age of participants)×3(age of faces) mixed factors design,the experiment aims to explore the ability of individuals at different ages recognizing their own-age and other-age faces and influence of the own-age effect on judgments of learning.The results showed both young and older adults recognized own-age faces more accurately than other-age faces,however,this performance did not appear in children group;there was no significant difference among groups in the discrepancy of accuracy of judgments of learning for the own-age and other-age faces.These results indicated young and older adults but children showed the own-age effect when they recognize the faces of different ages.No own-age effect in the judgments of learning was found in the present experimental situation.

In order to investigate the representations of students of different math abilities on ill-structured word problems with question ahead of condition,eighty students in the fourth grade at a primary school in Hebei were divided into two groups by their math test scores in recent three times,and were asked to solve ill-structured mathematical word problems including irrelevant condition sentences with numbers inside respectively in two kinds of question positions to condition sentences:"before" and "after".The results showed that the high-ability subjects got significantly higher scores,took significantly less time on reading condition sentences,larger ratio of time on reading relevant conditions to time on reading all conditions,and less time on resolution in the "before"question position than in the "after"question position,while the low-ability subjects did not get significantly higher scores,and took significantly smaller ratio of relevant reading time to total reading time in "before"question position than in "after " question position although both the total reading time and resolution time were significantly less in "before"than in "after".The results meant that high-ability subjects constructed problem model and situation model on ill-structured word problem with "before"question position,while low-ability subjects merely constructed problem model.

The purpose of present study was to explore the development of migrant children's stress coping,depression and social anxiety,as well as the dynamic relationship between them.Based on cluster sampling,1,164 migrant children from 5 public schools and 1 migrant school were selected to participate in the study at Time 1 and 680 of them were tracked at Time2 over a one year interval.The analysis was based on the data from these 680 participants who have participated in both surveys.The results showed that:(1) During one-year's adaptation,migrant children's entire level of positive coping was enhanced,and negative coping and depression were decreased,while the level of social anxiety has no significant change.(2) In individual level,a polarization phenomenon emerged in migrant children's stress coping,depression and social anxiety;younger,female,migrant children in primary grades and those who have just migrate into the city followed the better developmental pattern.(3) There was a mutual effect in the dynamic relationship between stress coping,depression and social anxiety among migrant children:pretest stress coping,depression and social anxiety could positively predict their corresponding posttest level;both pretest and posttest stress coping could predict the immediate depression and social anxiety of migrant children,while pretest depression and social anxiety took different delayed effect on posttest stress coping.

This study examined the main effects of temperamental factors(effortful control,anger/frustration,and sensation seeking),the interaction effects between temperament and parenting styles(authoritativeness,authoritarianism,and permissiveness),as well as the interaction effects among temperamental factors on adolescent tobacco and alcohol use.Six hundred and sixty adolescents completed questionnaire measures of temperament,parenting styles,and tobacco and alcohol use.Results revealed that:(1) after controlling for gender,age,and socio-economic status,temperamental factors could predict tobacco and alcohol use in adolescents,specifically,low effortful control,high anger/frustration,and high sensation seeking were associated with more tobacco and alcohol use in adolescents.(2) Parenting styles had moderating effects on some temperamental factors.The risk effect of sensation seeking on tobacco and alcohol use was buffered by authoritative parenting and authoritarian parenting,which was consistent with the risk-buffering model,but enhanced by permissive parenting and anger/frustration,which was consistent with the risk-enhancing model.(3) Interaction effect was also found among temperamental factors.The risk effect of sensation seeking on tobacco and alcohol use was enhanced by anger/frustration.These findings underscore the importance of interaction effects in understanding the etiology of adolescent tobacco and alcohol use.

The present research has probed into the relation between the developmental tendency of aggression and the peer relationship,using peer nomination,"class play" and friendship quality questionnaire.430 elementary school children from Grade 3 to Grade 5 participated in the study,and they completed the questionnaires twice during one year.According to aggressive scores,participants were divided into four groups:the continuing high group,the continuing low group,the increasing group and the decreasing group.The results indicated that:The different developmental tendency of aggression affected the social preference significantly,but there is no significant difference on the friendship quality.Specially speaking:(1) For the overt aggression,the decreasing group increased significantly on the social preference compared with the other three groups.Besides,the decreasing tendency of the continuing low group is lower significantly than that of the continuing high group,which is lower significantly than that of the increasing group.(2) For the relational aggression,the increasing group showed an increasing tendency significantly compared with the decreasing group and the continuing low group.