Research has revealed that attentional biases are comprised of rapidly attentional orienting towards threat, difficulty in disengaging attention from threat. However, the neural basis of the component of attentioanl bias is still uncertain. In present study, a spatial cueing task was used to measure attentional biases because this task can differentiate rapidly attentional orienting and difficulty in disengagement. Event related potentials for targets were recorded when participants performed the spatial cueing task. Behavioral data showed that reaction time was longer under invalid condition than valid condition. ERP data revealed that LSE individuals showed more enhanced P1 and smaller N1 amplitude when the face cue was "angry" relative to "neutral" and "happy" on invalid trials. More increased P290-370 amplitude under invalid condition than valid condition. No other significant main or interaction effects were found. These findings suggested that attentional bias in LSE individuals reflect a difficulty in disengaging from threaten stimuli, rather than a rapidly attentional orienting for threaten stimuli.

The IAT test was used to investigate whether situational prosocial video games would inhibit implicit aggressive cognition, and its difference in genders and aggressive characteristics. Results show that: 1)prosocial video games have suppression inhibitory effect within implicit aggressive cognitive on high school students 2) the main effect of game type and the interaction between genger and game type were significant.3) the main effect of aggressive characteristics and game type were significant, the interaction between g aggressive characteristics and game type was significant. Therefore, prosocial video games can effectively inhibit the implicit aggressive cognition level of high school students.

Temporal self-appraisal theory in western culture suggests that people can maintain positive present self-esteem by enhancing earlier selves who feel close and disparaging past selves who feel distant. With the method of evaluation on a line, we conducted 2 experiments to investigate the effect of self-esteem level, event valence and temporal distance on temporal distance estimation of past events with 311 Chinese college students for testing temporal self-appraisal theory's cultral universality. The results showed that:In the same temporal distance, temporal distance estimation of past event had no significant difference in event valence, self-esteem level and their interaction; Temporal distance estimation of past event had a significant difference in temporal distance, the interaction between event valence and temporal distance was significant, and in the negative valence, there had a significant difference in temporal distance, but in the positive valence, there had no significant difference in temporal distance. In conclusion, the results of this study didnt support the temporal self-appraisal theory based on western culture.

The research explored the feasibility of measuring undergraduates' gratitude by use of Implicit Association Test(IAT), Go/No-go Association Task(GNAT) and analyzed the relationship between implicit gratitude and explicit gratitude. Preliminary research selected each 16 self/others words from the modern Chinese dictionary, and selected each 20 positive/negative words related to gratitude from Chinese idioms dictionary, according to the evaluation results of 65 undergraduates, the each 8 self/others words, and each 8 positive/negative words were screened out for the formal research. Formal research used IAT and GNAT gratitude measurement procedures and Adolescent Gratitude Scale(AGS), 155 undergraduates were simultaneously assigned to receive IAT test and explicit gratitude measurement. The results showed that:(1) Undergraduates generally had positive implicit gratitude, there were no significant differences of the undergraduates' implicit gratitude on such demographic indicators as gender, student nationalities and the only or not;(2) There was no significant correlation between implicit gratitude and explicit gratitude, they belong to two different constructions;(3) It was feasible for gratitude measurement via the IAT and GNAT.

Based on 366 college students and with Internet Altruistic Behavior Scale of Undergraduates, Adolescents' 0nline Social Support Questionnaire and College Students' Altruistic Behavior Questionnaire, a survey was conducted to examine the mediating and moderating role of online social support on the relationship between reality altruistic behavior and internet altruistic behavior. The results indicated that:(1) The total average score of college students' internet altruistic behavior was significantly lower than medium critical value, while the total average score of their reality altruistic behavior and online social support were significantly higher than medium critical value.(2) There were significant positive correlations among reality altruistic behavior, online social support and internet altruistic behavior.(3) The effect of reality altruistic behavior on internet altruistic behavior was fully mediated by online social support.(4) Online social support also moderated the relationship between reality altruistic behavior and internet altruistic behavior. Compared to less online social supporters, the effect of reality altruistic behavior on internet altruistic behavior was much stronger for higher online social support counterparts.

Compared with mother, father play specific role on children's early social development. With 184 preschoolers aged about 60 months and their parents as the subjects, the present study investigated the impacts of quantity(father's time with child) and quality(positive parenting behaviors) of father's involvement on children's early social skills. Results showed that:(1) After controlling mother's positive behaviors, father's time with child still significantly predicted children's social skills, while paternal positive parenting behaviors did not.(2) After controlling for mother, father's time with child positively predicted girl's cooperation, responsibility, self-control and general social skills, while predicted boy's assertion marginal significantly. Paternal positive behaviors marginal positively predicted boy's assertion only.(3) Father's time with child predicted cooperation, assertion, responsibility, self-control and general social skills, and positive parenting behavior predicted cooperation and general social skills marginal significantly only when mother's positive parenting was lower than average, which indicated that father's involvement could buffer children's social skills against mother's inactive parenting.

As an important part of the multimedia and cognitive load, the presentation speed of the animation is one of vital factors to influence the learning performance. Some previous studies found that speed can improve multimedia learning outcomes, the other found it hinder learning outcomes. In this study, memory test and eye tracking technique were used to investigate how presentation speed affects learning performance and attention shifting during multimedia learning. In this study, low, normal and high speed animations were manipulated. An animation of formation of lighting from Moreno & Mayer(1999) was constructed as multimedia learning material. EyeLink 1000 was used to record eye movement data. It was found that the scores of transfer test in low speed condition were higher than normal and high speed. The whole eye movement data showed that the low speed was more than the other two speed in the fixation count, fixation saccades, the dwell time in task-relevant area and the run count of task-relevant area. But after the length of time in control, the low speed and high speed were only longer than normal speed in the the dwell time in task-relevant area. In conclusion, the presentation speed can affect the multimedia learning performance. It suggests that low speed can aid learner's understanding but not memorizing. Furthermore, the present speed is independent of the learner's attention shifting to affect his understanding, and the present speed's effect on eye movement is very weak.

Whether words within the lexicon of the non-used language are activated during language production is an important question in bilingual research. Prior studies have not led to conclusive results in this question, because activation could have been artificially induced by the experiment paradigms and nothing is known about the activation of non-target words in the non-used language. Colomé and Miozzo(2010) used a suitable paradigm—picture-picture interference paradigm to study this issue. They found that for proficient bilinguals, non-target words were activated in the non-used language. But, whether co-activation can be found while less-proficient bilinguals use their first language or second language was still in debates. Moreover, if the co-activation could be found, it is clear that second language words' familiarity has regulated the activation. This will be an important finding in bilingual language production. Here, picture-picture interference paradigm was used to investigate to what extent non-target words are activated in less-proficient Chinese-English bilinguals during language production. Experiment 1 was designed to examine whether the English names of distracter pictures could be activated when participants were required to name the target pictures in Chinese, which is their first language. The results demonstrated that non-target words of high familiarity can be activated in less-proficient Chinese-English bilinguals, but not those of low familiarity. Experiment 2 explored whether the Chinese names of distracter pictures would be activated when participants were asked to name target pictures in English, which is their second language. The finding was that the non-target words can be activated regardless of their familiarity. Overall, these findings demonstrated that less-proficient bilinguals were affected by their familiarity of non-target words as well as language proficiency in both languages during language production.

A massive literature documents the positive association between school climate and adolescents' academic achievement, but little is known about the mediating and moderating mechanisms underlying this relation. This study constructed a moderated mediation model to examine whether school attachment mediated the relation between school climate and academic achievement, and whether this mediating process was moderated by adolescents' self-control. With stratified-cluster sampling method, 2758 junior high school students completed questionnaire measures of school climate, school attachment, self-control and academic achievement. The results indicated that:(1) After controlling for gender, grade, and socioeconomic status, school climate significantly contributed to academic achievement;(2) School attachment played a mediating role in the relationship between school climate and academic achievement;(3) Self-control moderated the mediated path through school attachment, such that this indirect effect was much stronger for adolescents with low self-control relative to those with high self-control. Thus, both mediating and moderating effects exist in the association between school climate and adolescents' academic achievement.

Socioeconomic status(SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. High SES families afford their children an array of services, goods, parental actions, and social connections that potentially redound to the benefit of children and a concern that many low SES children lack access to those same resources and experiences, thus putting them at risk for developmental problems. It is expected that socioeconomic status is positively related to study engagement. Bandura's social-cognitive theory defines self-efficacy as the‘belief in one's capabilities to organize and execute the course of action required to produce given attainments'. It is expected that academic self-efficacy is positively related to study engagement because self-efficacy leads to a greater willingness to spend additional energy and effort on completing a task or an assignment and hence to more task involvement and absorption.Based on our conceptual model, the research formulated the following two hypotheses: H1: The better the social economic status, the more study engagement. H2: academic self-efficacy would serve as a mediator of the relationship between social economic status and study engagement. In order to examine and investigate the mediating effects of academic self-efficacy on the relationship between social economic status and study engagement, 953 students as subjects from 8 junior high schools in the cities of Nantong and Yancheng were chosen randomly. SEM results revealed that(1) social economic status have significantly positive direct influence on study engagement;(2)academic self-efficacy is one of the mediating factors between social economic status and study engagement;(3)The relationship between social economic status and study engagement is in nature through the influence of family income on study engagement, and parental education, occupational status are also through the influence of family income on study engagement. Academic self-efficacy is one of the mediating factors between family income and study engagement.

A sample of 1261 Chinese adolescents from the tenth and twelfth grades were employed to complete two self-report questionnaires, including a Chinese modified version of Personal Planning Questionnaire and the Center for Epidemiologic Studies Depression Scale(CES-D). The indicators of adolescents' personal planning were exploration and commitment related to three life domains, i.e. future education, occupation, and marriage/family. This study explored the associations between senior high school students' personal planning and their depression, and the moderating effect of gender on the associations. The main findings were as follows:(1) In the domain of education, the level of the senior high school students' personal planning(exploration and commitment) negatively predicted the level of depression; In marriage/family domain, the level of exploration positively predicted the level of depression, and the level of commitment negatively predicted depression. However, the level of the senior high school students' personal planning concerning future occupation was not associated with depression.(2) Gender moderated the relation between the exploration related to future marriage/family and depression. Further analysis indicated that for female students, the higher level of exploration concerning future marriage/family they perceived, the higher level of depression they reported, while no association was observed among males.

To examine the relationship between consideration of future consequences and adolescent aggression, as well as the mediating role of self-control and the moderating role of empathy in the effect of consideration of future consequences, 720 secondary students were tested with aggression questionnaire, relational aggression scale, consideration of future consequences scale, empathy scale and self-control ability questionnaire. The results indicated that:(1) Consideration of future consequences was negatively associated with Adolescent aggression(overt aggression and relational aggression);(2)Self-control could fully mediate the relationship between consideration of future consequences and Adolescent aggression;(3)Empathy served to moderate the association between consideration of future consequences and overt aggression in that low empathy predicted a negative association between them while high empathy predicted no significant association;(4) The mediating effect of self-control was moderated by empathy, and a high level of empathy could effectively relieve Adolescents' aggression for low self-control.

Base on 207 college students and with Connor-Davidson Resilience Scale, Positive Affect Scale and General Well-Being Schedule, the trait of resilience of the people who felt less stress and the relations of resilience to positive emotion and to subjective well-being were explored. The results showed that:(1) resilience of college students showed stability to some degree;(2) positive emotion had remarkable positive correlations with resilience, and it can predict the latter significantly;(3) resilience had a significantly positive effect on subjective well-being, positive emotion played partial-mediating role between resilience and subjective well-being.

This study examined the role of life meaning in the relationship between calling and academic satisfaction, life satisfaction among a sample of 679 tuition-free normal college students who was recruited from three normal universities in China. Results indicated no significant gender and grade differences. Structural equation models revealed that calling was associated with greater academic satisfaction and life satisfaction. The presence of life meaning significantly mediated these associations. However, the search for life meaning didn't significantly moderate these associations, indicating the potential cultural difference between Chinese and Western. These findings improve current understanding of the association between domain-specific calling and well-being by applying the effect of meaning in life. Implications are discussed in relation to previous research. The findings are useful for educators interested in intervention and treatment approaches to aid normal students find calling and experience the satisfaction and happiness.

The common peer review system in academic paper assessment is seriously deficient, making it difficult to ensure fair reviews and to enhance review quality of the research population under the current situation in China. An "Open-Review" system is proposed consisting of a public recommendation stage and an open, anonymous critical review stage. The system dissociates the publication and evaluation of research papers, which are two functions with conflicting requirements. Combining the traditional Chinese wisdom "Nomination of the competent" and the most current internet technology microblog, the openness and resource-sharing rationale of the new system, while ensuring fairness in academic review, can effectively help the propagation of knowledge and experience among the scientific community, and quickly promote the growth of Chinese science journals.

Metacognitive regulation is the essential component of metacognition. It is composed of monitoring and control. According to metacognitive processing level model, metacognitvie monitoring influences metacognitve control. However, its internal mechanism remains unclear. Executive function, which consists of inhibition, working memory and cognitive flexibility, is the mediating factors in cognitive development. The present study aimed to use Master Mind game to obtain valid scores that adequately reflected metacognitive monitoring, and investigate the moderator effect of cognitive flexibility on metacognitve monitoring and control. The results showed that: cognitive flexibility was regulative on metacognitive monitoring and control. To higher level of cognitive flexibility students, metacognitive controlling level improved with metacognitive monitoring, the frequency of violation of feedback were lower. To lower level of cognitive flexibility students,they did not regulate effectively next step according the results of feedback information. The relation between metacognitive regulation and executive function was discussed.

Perceptual span refers to the area of effective vision from which useful information can be obtained during a fixation in reading (McConkie and Rayner, 1975; Rayner and Pollatsek, 1989;D. Shen et al.,2008). Research has demonstrated that skilled adult readers of Chinese obtain useful information from an asymmetric region extending roughly 1 character spaces to the left of fixation to about 2~3 character spaces to the right of fixation. To determine the size of the perceptual span, the classic gaze-contingent moving-window technique was developed (McConkie and Rayner, 1975 ). In this technique, the text outside a pre-defined window around the point of fixation is masked by Xs or scrambled letters. Thus, wherever the reader looks, the text is visible within the window, but outside the window the text is disrupted in some way. By varying the masking material, the researcher have found the perceptual span is different in English and other alphabetic writing systems. In the present study gaze-contingent moving-window technique was used to explore the development of perceptual span in Chinese reading. 24 third graders, 24 fifth graders and 24 college students participated in the experiment. Their eye movements were recorded with a SR Research EyeLink 2K eye tracker. 120 sentences were presented in six viewing conditions (R0, L1R1,L2R2, L3R3, L4R4 and whole line) to examine the perceptual span of participants in different conditions. The results showed: (1)Ages, material difficulties and reading skill affected perceptual span independently. (2) The third graders could obtain useful information from a region about 1~2 character spaces to the right of fixation, and the perceptual span of the fifth graders and adults was about 2~3 character spaces to the right of fixation. (3) Compared with easy materials, the reading efficiency of reading difficult materials was lower, average fixation time was longer, perceptual span and forward saccade amplitude was smaller. (4)perceptual span of higher readers was larger than that of slower readers, especially in reading easy materials.In summary, the perceptual span is affected by age, difficulty of materials and reading ability. The perceptual span of reading is larger with the development of age and reading ability, and the readers can get larger perceptual span of easy material than difficult ones.

A polymorphism in the promoter region of the serotonin transporter gene (5-HTTLPR) has been implicated in recognition of facial emotions. Previous research has separately examined the effects of gender, 5-HTTLPR genotype, and family socioeconomic status (SES) on facial expression recognition (FER). The current study examined how these factors interacted in a large Chinese college students sample (N=531). Results showed significant main effects of gender and family SES on FER, favoring females and those from higher SES backgrounds. The three-way interaction among gender, family SES, and 5-HTTLPR was also significant, mainly because high-SES females with the long allele of 5-HTTLPR showed lower FER than s allele homozygous. These results are interpreted as a gene-environment interaction from an expanded contextualist perspective.

Unconscious information has a great impact on behavior. It can trigger not only lower-level cognitive functions but also higher cognitive functions such as conflict control. Although findings obtained from previous behavioral and cognitive neuroscience studies have strongly confirmed the existence of unconscious conflict, a fierce controversy on whether unconscious conflict arises from semantic conflicts or response conflict still exists. In a masked version Stroop priming task, we dissociated unconscious semantic conflict and response conflict. The results suggested that both semantic conflict and response conflict contributed to unconscious conflict. This suggested that unconscious conflict may consist of both semantic conflict and response conflict. The results further supported the view that unconscious stimuli can be processed to the semantic level.

To explore the roles of compounding awareness, homograph awareness and radical awareness in the development of oral vocabulary, character recognition and reading comprehension, 75 kindergarteners were tested twice over one and half years interval. The results show that (1) all aspects of morphological awareness and linguistic skills of kindergarten were improved with time, (2) with autoregression effects of linguistic skills controlled, homograph awareness uniquely predicted the later vocabulary, and compounding awareness uniquely predicted the later character recognition, and both compounding awareness and radical awareness explained unique variance in later reading comprehension.

996 undergraduates of grade one to four completed the Kogan-Wallach Choice Dilemma Questionnaire (CDQ), Perceived Entrepreneurial Culture Questionnaire and Entrepreneurial Intention Scale of Undergraduates during school hours, in order to explore the relations between risk-taking propensity, perceived entrepreneurial culture and entrepreneurial intention. The results indicated that: (1) Males reported significantly higher levels of both entrepreneurial goal intention and entrepreneurial implementation intention than of females; (2) Both individual's risk-taking propensity and perceived entrepreneurial culture positively predicted entrepreneurial goal intention; (3) Individual's perceived entrepreneurial culture moderated the relation between risk-taking propensity and entrepreneurial goal intention. Specifically, risk-taking propensity predicted entrepreneurial goal intention positively for those individuals with higher level of perceived entrepreneurial culture. However, among those individuals with lower level of perceived entrepreneurial culture, risk-taking propensity didn't predict entrepreneurial goal intention.

The present study aimed to investigate the role of locus of control and self-oriented moral emotions (guilt and shame) in inducing the counterfactual thinking. 128 college students were first divided into two groups of high and low locus of control based on their scores on an Internal-External Locus of Control Scale (IE), they were then randomly assigned to conditions in which they were primed with either guilt or shame. After the guilt and shame priming procedure, participants were induced to generate counterfactual thinking. In this study a 2 (Locus of Control: external control and internal control) ×2 (Self-Moral Emotion: guilt and shame) experimental design were adopted. The results indicated that: (1) Locus of control had significantly effect on counterfactual thinking, external control participants generated more action and situational-oriented counterfactual thinking, but internal control participant generated more self-oriented counterfactual thinking. But guilt and shame had no significant effect on counterfactual thinking. (2) The generation of counterfactual thinking was influenced jointly by locus of control and self-oriented moral emotions (guilt and shame): For participants of external control, there were more likely to an action and situation-oriented counterfactual thinking in shame emotion than in guilt emotion, but for participants of internal control, there were more likely to a self-oriented counterfactual thinking in guilt emotion than in shame emotion. The results can also explain the contradiction thinking of relationship between guilt and shame and counterfactual thinking of previous studies based on different participants.

In order to explore the serial mediation of perception of threat and emotional insecurity between interparental conflict and adolescents' social anxiety, we conveniently chose 500 high school students from two public high schools in Henan province as our subjects and investigated them with such instruments as Children's Perception of Interparental Conflict Scale (CPIC), Security in the Interparental Subsystem Scale (SIS scale) and Social Anxiety Subscale. Data were collected and analysed with SPSS 17.0, and we used the bias-corrected percentile Bootstrap method to analyze the serial mediating roles of perception of threat and emotional insecurity between interparental conflict and adolescents social anxiety. This study simultaneously tested the cognitive contextual theory and the emotional security theory so as to explore the mechanisms by which interparental conflict affected adolescents' social anxiety. It revealed the different effects of perception of threat by adolescents on different dimensions of emotional insecurity. The results indicated that, interparental conflict affects adolescents social anxiety mainly through three ways: through the mediating role of perception of threat; through the mediating role of emotional insecurity, especially the role of negative representation and emotional maladjustment; through the mediating roles of both perception of threat and emotional insecurity. Parents reduce their conflicts before adolescents, resolve their conflicts in reasonable ways, so as to lower adolescents' perception of threat and emotional insecurity, and finally reduce their social anxiety in interpersonal contexts.

The present study aimed to investigate the relation among behavioral inhibition, parenting style and toddlers' behavioral problem in Chinese culture. A total of 200 toddlers who were about 24 months old and their mothers participated in this study. Mother-toddler dyads were observed in the laboratory, using a modified version of behavioral inhibition paradigm. Mothers also reported their parenting style and toddlers' behavioral problem. Scores of behavioral inhibition were obtained on the basis of coding of toddlers' behavior during observation. The results showed that: (1) behavioral inhibition was positively associated with toddlers' internalizing behavior problem, but not associated with externalizing behavioral problem; (2) mothers' rejection positively predicted toddlers' externalizing behavior problem; (3)protection and concern negatively predicted toddlers' externalizing behavior problem;(4) toddlers' gender moderated the recation between of mothers' parenting style and toddlers' behavior problem, and encouraging independence was negatively associated with boys' internalizing behavior problem while positively associated with girls' internalizing problem, we also found that rejection was not associated with boys' internalizing behavior problem while positively associated with girls' internalizing problem, and protection and punishment was associated with boys' but not girls' externalizing behavior problem. These results indicate that both inhibition and parenting style are associated with behavioral problem, and parental influences on toddlers are different for boys and girls.

To explore the role of cognitive vulnerability factors in Beck's depression theory on the relationship between stress and depression by a multi-wave longitudinal study of 3^th grade and 7^th grade children. The hierarchical linear modeling analysis showed that dysfunctional attitude couldn't moderate the relationship between stress and the change of depressive symptoms in both 3th grade students sample and 7th grade students sample significantly. The multilevel structure equation model analysis discovered that dysfunctional attitude of cognitive factors couldn't mediate the relationship between stress life events and depressive symptom significantly in third-grade students' sample, but it could significantly mediate the relationship of stress and depressive symptoms in seventh-grade students' sample. The results might suggest that: (1) Beck's cognitive theory, in which dysfunctional attitude significantly moderating the relationship between stress and the change of depression, may not be hold in Chinese children; (2) The mediating mode hypothesis of cognitive vulnerability to depression, in which the cognitive vulnerability factors mediate the relationship of stress and the change of depression, may not be hold in younger children, but it may be hold in older children.

This study constructed a moderated mediation model in which everyday academic resilience mediated the relationship between gratitude and academic achievement, and this mediation effect was moderated by stressful life events. A sample of 1361 adolescents was recruited in the study to complete gratitude questionnaire, everyday academic resilience questionnaire, stressful life events scale, and academic achievement questionnaire. The results indicated that: (1) everyday academic resilience played partial mediating effect between gratitude and academic achievement. Gratitude not only had a direct influence on academic achievement, but also promoted academic achievement indirectly by increasing everyday academic resilience; (2) stressful life events moderated this mediation effect. Stressful life events moderated the second path of the mediation. With stressful life events increasing, the effect of everyday academic resilience on academic achievement reduced. Therefore, the effect of gratitude on adolescents' academic achievement was moderated mediating effect. These findings had important theoretical and reference value to increase academic achievement.

The present study used longitudinal data, which were self-reported 3 times by 598 early adolescents over a 3-year period, and conducted hierarchical multiple regression analyses in order to investigate whether self-esteem's buffering the effect of stressful events on depression varied with time gap between self-esteem and depression. It was found that the concurrent self-esteem buffered the concurrent and long-term effect of stressful events on depression. In contrast, the antecedent self-esteem enhanced the long-term effect of antecedent stressful events on depression. The finding has implications for interventions aimed at preventing depression where improving self-esteem of early adolescents in time would reduce the risk of depression induced by their experienced stressful events for individuals with low self-esteem.

In order to clarify the relationships among general belief in a just world (GBJW), personal belief in a just world (PBJW) and subjective well-being (SWB), 304 subjects from "ant tribe" living in Xiaoyuehe community of Beijing were recruited to fill the related questionnaires. The results indicated that: (1) satisfaction with life of "ant tribe" was low, but they still kept their affect positive and held high level of belief in a just world. (2) BJW could predict SWB positively which means the "ant tribe" with high level of BJW will feel happier. (3) PBJW mediated the relationship between GBJW and SWB. When people believe the world is just, they also believe themselves can be treated fairly, and then their SWB will be improved.

Emotion As Social Information (EASI) Model proposes that there are two processing ways when we are processing the information from others' emotional expressions. The strength of two processing ways will be affected by epistemic motivation levels and social settings types, and it will exert further impact on people's decision-making. The empirical supports are sometimes direct and sometimes indirect, including experimental results from negotiation research field, leaders research field, and Ultimatum game and Dictator Game research fields. It will help us to further understand and explore the neurophysiology mechanism of the EASI Model with the recent achievements of neurophysiology in theory of mind and empathy research fields. This model has good development potentialities, but it is still not fully grown due to its relative youth. So it needs to be further explored this model in theoretical construction and to apply this model in practice.

284 children aged 3 to 5 years old from a public kindergarten in Jinan city were interviewed to explore children's attribution. Results indicated that: (1) 3 to 5-year-old children's attribution to peer victimization included the following four types: hostile intent attributions, critical self-referent attributions, neutral attributions and non-attributions; (2) critical self-referent attributions increased with children's age and non-attributions decreased with children's age; age 4 to 5 years was the period of transition; (3) children used more neutral attributions, but less critical self-referent attributions and non-attributions to property victimization than other types of peer victimization; children used less neutral attributions and more non-attributions to verbal victimization than other types of peer victimization.

The present study investigated the relation between friends' trustworthiness and 9 to 12-year-old children's trust as well as the moderating effect of the age on this relationship. 361 elementary school children aged 9 to 12 participated the study. Children's trust and their friends' trustworthiness were assessed by peer evaluation and nomination methods. The results showed that friends' trustworthiness could significantly predict children's trust. Age played as a moderator on the relation between friends' trustworthiness and children's trust: with increased age, the friends' trustworthiness can predict children's trust more positively.

Whereas the executive function (EF) structure of adults is extensively researched and characterized in a hierarchical mode, it remains unclear for the population of 3-year-old children. The current investigation explored this issue by testing 3-year-old children with various tasks tapping on constructs of EF (i.e., working memory and inhibitory control function). 181 3-year-olds (96 girls and 85 boys, Mage=41.6 months) from two kindergartens in GuangXi province completed all the tasks. The task selection considers the developmental stage of the participants and it requires qualified testing characteristics(e.g., Inhibition task include Delay of Gratification, Delayed Alternation, Day-Night Stroop task; WM task include Counting Span, Beads, Six Boxes task). Exploratory factor analysis (EFA) and Confirmatory factor analysis (CFA) were performed separately on splitted data set. EFA (n₁=90) resulted in a 2-factor model (representing working memory and inhibition function as the latent factors). CFA (n₂=91) further evidenced the better data fit of the 2-factor model than the 1-factor model (where EF was treated as the only latent factor). The results espoused the view that, children, early in their 3 year-old, their working memory and inhibition function start to separate from each other and operate rather independently. And differences between boys and girls over measurement invariance testing have not been found.

The study investigated the storage mechanism and capacity of visual object working memory and visual spatial working memory for the graphs with features of double dimensions using change-detection paradigm. 40 participants aged 20.56±1.73 were randomly divided into two equal groups. They completed Experiment 1 and Experment 2 seperately. The stimulus graphs in experiment 1 were presented by basic features of color and shape, and that landolt rings in experiment 2 were presented by color and orientation. The results of two experiments both showed: (1) There was no significant difference between the memory accuracy of feature exchange condition and that of single feature change condition. (2) The performance of visual object working memory task was significantly higher than that of visual spatial working memory task. (3) Subjects could remember 2-3 objects and 3-4 spatial locations in visual working memory. These suggested that, the graphs with features of double dimensions were stored as integrated units in visual object and visual spatial working memory, and the storage capacity of spatial working memory was higher than that of object working memory.

The purpose of the study was to explore how domains and trust traits affected the size and composition of a trust circle discriminate of 395 college students. The experiment was a 2(context of domain: lending money; sharing negative information)×4(risk level)×2(trust trait: high; low) mixed design. The results showed that: (1) the size and composition of trust circle were affected by the trust domain, specifically, the size of the trust circle when lending money was larger than sharing negative information and the rank orders of chosen trustees differed in two domains. (2) As the risk increased, the trust circle size in both domains became smaller. Specifically, its impact was greater when lending money than sharing negative information. There was no significant effect on the trust circle composition by risk levels. (3) In both domains, the trust circle size was significantly influenced by trust trait, and the trust circle size of participants, who had high trust level, was larger. (4) The composition of trust circle demonstrated the following hierarchy of trustees: relatives, acquaintances and strangers.

To explore the development of cognitive functioning and aging of Chinese adults, the data of the standardization sample of the Intelligence Scale for Chinese Adults were adopted to estimate special mean of intelligence quotient and three intelligence indices for every age-group, during which education level and occupation were controlled statistically in order to diminish cohort effects. Different fashion in age trend was found among the three indices and IQ. Crystallized intelligence index increased 0.69 from age -group 25-29 to age-group 35-44 and then decreased 3.3 totally. Attention-memory index peaked in the age-group 25-29 and decreased 3.3 from age-group 25-29 to 34-44 totally, while decreased 3 or so in every group from age-group 45-54 to 70-74. The fluid intelligence index and IQ shared resembling fashion of age trend with the crystallized intelligence index, albeit the range between the highest score and the lowest score was shorter. The results suggest that crystallized intelligence maintain stable before 74 years old while in domain of fluid intelligence and ability of attention and memory obvious linear decline present in Chinese adults.

Home learning environment (HLE), as one component of the micro-system and the first learning environment that children was exposed to, has a large effect on children's early development. With 181 children aged 53~67 months and their primary caregivers as the subjects, the present study investigated the effects of HLE (including Home Learning Activities and Enrichment Experience in daily life) on their literacy, numeracy and social skills. The results are as follows: (1) After controlling for the gender and age of children, HLE can explain 9.4% of the variance on literacy, 4.4% of the variance on numeracy and 9.6% of the variance on social skills; (2) Further, after controlling for the SES and early education experience, HLE can still explain 7.4% of the variance on literacy, 3.2% of the variance on numeracy and 8.5% of the variance on social skills; (3) Two aspects of HLE have different impact on children's early development. Home Leaning Activities is the most powerful predictor of children's literacy and numeracy skill, while Enrichment Experience is the most powerful predictor of children's social skills.

To explore the characteristics of middle school students' social service experiences in China and the effects on their future civic action intentions, as well as the mediating effect of community service perspectives, 6203 middle school students were selected to fill Social Service Experience Quality Questionnaires, Community Service Perspective Questionnaires and Civic Action Intention Questionnaires. The results showed that: (1) There are significant differences among various dimensions of students' social service experience qualities. The scores of self and exterior regulations, deepen and broaden factors, linking to curriculum, autonomy are successively reduced. (2) Significant differences of students' social service experiences qualities were emerged in regions, types of schools and grades, favoring those from cities, model schools, or low-grades. The interaction between types of schools and grades was also significant, as the advantages of model schools were mainly existed in the low-grades. (3) Simple correlation results indicate significant relationship among students' social service experiences qualities, community service perspectives and civic action intentions. Students' community service perspectives partially mediated the relationship between social service experiences qualities and civic action intentions.

The purpose of the study was to investigate the influence of the difficult levels and values of the items on learners' choice of stop study, massed study and spaced study. The participants included 50 senior one students. In the study, antonymous and artificial paired-words were adopted as easy and difficult items, which were randomly assigned to different values. A questionnaire was used to investigate the cognition of the students on massed study and spaced study. Results indicated that: (1) Only 44% of the participants reported that spaced study was more effective, and more participants tended to choose massed study rather than spaced study. (2) The recall of difficult items was improved with spaced study. (3) The participants tended to stop studying the easy items, but when the difficulty of the items increased, they were less like to stop studying, especially for the items with higher values; the more difficult the item was, the more tendency to choose spaced study, but it remained unchanged for the choice of massed study.