In order to explore the relationship between whole number magnitude representation and fraction magnitude representation as well as the influence of grade on the relationship, this study examined the performance of 155 third to sixth graders in the 0-1000 whole number line and 0-1 fraction line estimation tasks. The results showed (1) For whole number estimate, the estimates of most children fitted a linear function; (2) But for symbolic fractions only fifth and sixth graders produced estimates consistent with a linear function; (3) As a whole, whole number magnitude representation (WMR) was positively related to symbolic fraction magnitude representation (SFMR). However, the grade had significant influence on the relationship between WMR and SFMR: only fifth and sixth grader's WMR could significantly predict SFMR but third and fourth grader's WMR could not.

The current study focused on the early temperamental predictors of children's social competence and academic performance in the first year in elementary school. One hundred and twenty-five children at age 2 years were randomly selected in Beijing. We examined their exuberance and self-control through laboratory observations. Academic performance and social competence were assessed using teacher ratings five years later when the participants were in elementary school. Data on parenting behaviors were collected using parental reports. Multiple regression analyses and simple slope analyses revealed a series of findings. First, relations between exuberance and children's school adjustment depended on parenting behaviors. Exuberance negatively predicted children's task orientation and positively predicted learning problems, but only for the children with low scores on parental restriction. Exuberance also negatively predicted children's task orientation for the children with high scores on parental control. Second, self-control at age 2 positively and significantly predicted academic performance and all the indices of social competence at age 7.Our results suggest that parents should encourage their children to exert self-control and help their exuberant children by using low control and high restriction parenting styles.

A longitudinal investigation was conducted to explicate the associations between unsociability, peer rejection and peer victimization by Revised Class Play (RCP) and peer nomination among 766 seventh through ninth graders. The results indicated that (1) the unsociability, peer rejection and peer victimization were highly stable within three years; (2) cross-lagged analysis indicated that early peer rejection could predict later peer victimization, and early peer victimization could predict later peer rejection. Both the effects were moderated by gender; (3) early peer victimization could predict later unsociability on the whole. However, gender differences were also found. For girls, seventh grade peer victimization could predict eighth grade unsociability; for boys, the early peer victimization could not predict later unsociability. This result suggests that peer victimization not only has a great impact on peer rejection but also may cause girls' social interaction becoming increasingly colder. Peer victimization has a long-term impact on interpersonal relationships.

The present study aimed at validating the Fuzzy-Trace Theory (FTT) when predicating the performance and explaining the mechanisms of aging effects on false memory. Three age groups were enrolled including 35 young adults, 28 old adults, and 34 old-old adults. Based on DRM, a simplified conjoint recognition paradigm was used to detect false memory. The multinomial processing tree model (MPT) was adopted as the statistics techniques. The results showed that (1) The age-related differences in both true and false memory were found to be significant, but the aging effects showed inconsistent patterns. Specifically, the performance of true memory decreased with aging progressively, nonetheless, the performance of false memory was in a reverse U shape with old adults presented more false memory than the other two groups;(2) The age differences on responses to RELATED probes were significantly founded. Statistics with MPT showed that the probability of retrieving the target's verbatim trace declined in the old group; however, the probability of retrieving the target's gist trace declined significantly in the old-old group. The above findings evidently supported the viewpoints on the development of false memory and the mechanisms of aging effects which were proposed by FTT, within DRM paradigm.

This study was aimed to explore the effect of coping and social support on the relationship between perceived discrimination and identity integration among Chinese migrant children. Based on cluster sampling, 1307 migrant children from 4 public schools and 2 migrant children school in Beijing city and Shandong province were recruited, which data was collected by self-administrated questionnaires. Results were as follows: Stigma Perception of Migrant Children was not obvious and developed mature identity integration. There was significantly relationship between perceived discrimination and identity integration, as well as, perceived discrimination affected identity integration directly and indirectly through coping and social support, which suggest that coping and social support could be the mediator between perceived discrimination and identity integration.

Children's visual attention to print serves as an important proximal process through which children internalize knowledge about print forms and functions (print awareness). So what kind of reading can promote the extent to which children pay attention to print? To answer this question, the eye movements of 54 younger children ranging in age from 2 to 3 were recorded by eye tracker as they read the picture book through three kinds of reading styles: independent reading(IR), reading with the narrator(RR) and pointing to and tracking the print with the narrator(PTR). The results were as follows: (1) Under IR and RR conditions, children had the same eye-movement patterns, that is children rarely looked at print, with about 5.7% of fixation time and 5.4% of fixation count allocated to print areas. (2) PTR could significantly increase the frequency of print fixation, and also increased the probability of time spent in print areas and speed getting into print areas in PTR group, namely, about 12.4% of fixation time and 11.3% of fixation count respectively. (3) The global analysis in picture areas yielded no difference on eye movement patterns between the PTR group and IR/RR group, furthermore, the local analysis on the objects in picture areas suggested that PTR did not disturb the comprehensiveness and effectiveness of children's fixation on picture areas. To conclude, the results of this study indicated that PTR could increase children's contact with print to some extent, moreover, the gestures in the reading of pointed to and tracked the print with the narrator did not overly tax the child's cognitive resources that are focused on the objects in pictures during picture book reading.

The development of various orthographic skills and their roles in learning to read in English among Mandarin-speaking children were examined by testing 110 students from Grades 1,3 and 5 on the Raven's Standard Progressive Matrices, English orthographic coding, English orthographic structure awareness, English orthographic image, English phonological awareness and English word reading. Results indicated that: (1) English orthographic skills significantly increased with grade. In Grade 1 there were no significant correlations among English orthographic skills and phonological awareness; in Grade 3, orthographic skills correlated with each other significantly, and among which orthographic image and orthographic structure awareness significantly correlated with phonological awareness ;in Grade 5, orthographic image significantly correlated with the other two skills, while only orthographic image significantly correlated with phonological awareness;(2) after controlling for age, nonverbal IQ and phonological awareness, English orthographic skills accounted for unique variances of word reading in Grades 3 and 5, even more than what phonological awareness did; (3) after controlling for other skills, orthographic image still significantly accounted for unique variances of word reading in Grades 3 and 5.Orthographic coding skill significantly accounted for unique variances of word reading in Grade 5. In contrast, orthographic structure awareness had indirect effects on word reading, fully mediated by orthographic image. The findings suggest more attention may be paid on orthographic skills when instructing Chinese children to read in English.

The study took the undergraduate students as the experimental object and designed the experimental materials of virtual aliens. It created the tasks of functional prediction and dimensional selection to explore the characteristics of the learning process and selective attention between referential communicators by the paradigm of referential communication. The results showed that: From Block 2, the scores of the high-score group were extremely significantly higher than the low-score group. The overall results of dimensional selection of high-score group were significantly better than low-score group. The results of non-relative dimensional selection made a good manifestation. The results suggested that: The learning process between referential communicators was unbalanced. The overall levels of selective attention were unbalanced, and the imbalance was reflected by the concentration level of selective attention.

In order to explore the relationship among trauma exposures, resilience and the post-traumatic stress disorder of the middle school students after one year since Wenchuan earthquake, a total of 773 students of seven secondary schools in the worst-hit areas accepted investigation, and got results as following: the overall level of students is relative lower, male students lower PTSD than female students, and the level of PTSD were lower for junior high school students; Trauma expose have direct effect on PTSD; Resilience moderate negatively the relationship between trauma expose and avoidance symptom, hyperarousal symptom and PTSD respectively, but not moderate relationship between trauma expose and intrusive symptom.

The current study was to investigate the relationship among gratitude, social support and post-traumatic growth among 376 middle school students at 3.5 years after Wenchuan earthquake. The results found that:(1) The level of PTG of middle school students were higher, the level of perceived changes in self and change in relationship with others, are higher than the level of changed philosophy of life, female students have more changed sense in philosophy of life than male students, and the students in seventh grade was lower than others grades. (2) Both gratitude and social support were positively related to post-traumatic growth.(3) Social support mediate the associations between gratitude and post-traumatic growth. The results indicated that for middle school students after three years after Wenchuan earthquake, gratitude not only had a direct effect on post-traumatic growth, but also had an indirect effect on post-traumatic growth throught social support.

The longitudinal study examined the course and bidirectional relation between posttraumatic stress disorder(PTSD) and posttraumatic growth(PTG). 116 primary and secondary school teachers in the most severely affected area were investigated by self-report questionnaires at 1 year and 1.5 year after Wenchuan Earthquake. The cross-lagged structure equation analysis revealed that: (1) At 1 year and 1.5 year after earthquake, the PTSD is relatively low and PTG is moderate, and both show noticeably high stability; (2) the correlation between PTSD and PTG at the same time point was not significant; (3) PTG at previous time could negatively predict PTSD at subsequent time, while PTSD at previous time could not significant predict PTG at subsequent time. Growth can play a role in reducing long-term posttraumatic distress, and the implication of positive perspective in psychological intervention was discussed.

The impact of event scale-revised, posttraumatic growth inventory, social support and coping strategy indicator were used to investigated 106 primary and middle school teachers in the areas which were heavily destroyed in Wenchuan earthquake at 1 year after the earthquake, and explore the effect of the factors before, during and after disaster on PTSD and PTG of teachers. The results found that there have a low and middle level for PTSD, middle level for PTG. Male teachers' PTSD and PTG are more serious than female teachers, head teachers' PTSD is more serious than other teachers. The level of PTSD of teachers with trapped experiences is higher than without trapped experiences. The teachers who have relatives and friends to be wound have higher level of both PTSD and PTG than without injured relatives and friends.In addition, social support have no effect on PTSD, but inform support can predict positively PTG. As for the effect of coping style on both PTSD and PTG, the coping style of avoidance, but not seeking help and solving problem can predict positively PTSD. Moreover, the coping style of solving problem, but not seeking help and avoidance can predict positively PTG.

From the perspective of self-determination theory, this study investigated the longitudinal associations between children's basic need satisfaction and their Internet use and affect experienced online. 467 Chinese elementary school students from grades 3~5 participated in two waves of a survey with a 12-month interval. The results indicated that (1) Children's Internet use, positive affect and negative affect decreased significantly during the 12-month interval. (2) Children's basic need satisfaction predicted more positive affect and less negative affect experienced online, while the association between basic need satisfaction and the development of time spent online was not significant. (3) Satisfaction for autonomy, competence, and relatedness all played important roles in the development of children's affect experienced online.

This paper aimed to explore characteristics of reform school students' PIU. Based on this, this study constructed a mediated moderation model to explore whether stressful life events moderated the relationship between sensation seeking and PIU, and whether this moderation effect was mediated by maladaptive cognition. A sample of 519 reform school students of 10 reform schools was recruited in the study to complete self-report questionnaires. The self-report questionnaires used in this study included sensation seeking scale, stressful life events scale, maladaptive cognition questionnaire, and pathological internet use questionnaire. The results indicated that: (1) reform school students had a high level of PIU. About 51.1% of the reform school students had PIU question; (2) the effect of reform school students' sensation seeking on reform school students' PIU was mediated moderating effect. Reform school students' sensation seeking could positively predict PIU. Stressful life events moderated the effect of sensation seeking on PIU. The positive correlation between sensation seeking and PIU was stronger among those who faced to deal with more stressful life events. Maladaptive cognition mediated the moderation effect of stressful life events.

The distinction between reactively and proactively aggressive children is not only on the underlying goal and function of aggression, but also on other aspects, such as social cognition, emotion, behaviors, peer relations and parenting styles. Children with reactive aggression are characterized by having more hostile attribution biases, negative emotion, internalizing problems, and poor peer and family relations. In contrast, children with proactive aggression are characterized by having more positive outcome expectation for aggression, externalizing problems, having friends with more delinquencies, and having parents with indulgent parenting style. In addition, the present study also reviewed the development and gender difference of two types of aggression. Finally, possible problems in existing studies are posed, and the future directions of research are forecasted.

Children with autism are described to have impairments in theory of mind development and may have difficulties in understanding lies. This study compared children with autism to typically developed and intellectually disabled children on whether they can judge deceptive behavior, discriminate lies from truth, and understand its deceptive intentions. 19 autistic, 20 typically developed and 19 intellectually disabled children undertook two lie identification tasks which were situated in politeness situations. The deceptive messages were presented in two conditions: verbal and nonverbal. We found autistic children showed more difficulties in the recognition of real messages and understanding deceptive intentions, while the judgment of deceptive behavior remained intact. Their recognition of real messages were related with understanding of others' false belief, meanwhile having a diminished awareness of their own false belief, may be associated with diminution in understanding intentions. And the effect of presentation conditions to be insignificant.

The study investigated the association between fathers' involvement with children's delay of gratification under the condition of mothers' involvement and children's age to be controlled, as well as the moderating role of gender between them. 92 healthy children aged between 35 to 74 months were measured with waiting paradigm for delay of gratification. Their parents were measured with Father Involvement Questionnaire and Mother involvement Questionnaire for father's involvement and mother's involvement respectively. The results showed that: (1) three aspects of fathers' involvement——interaction, accessibility and responsibility——significantly predicted children's delay of gratification; (2) gender played a moderating role between fathers' involvement and children's delay of gratification in that for boys, fathers' interaction and responsibility significantly predicted the delay of gratification, whereas for girls, no moderating effect was observed.

The current study aims to examine the relationship between parent-child communication, basic psychological needs satisfaction and well-being. A sample of 1164 rural children from Guangxi province was recruited to participate in the study. Participants were asked to fill in the Parent-child Communication Scale, Basic Needs Satisfaction Scale in General Scale and Oxford Happiness Questionnaire-Short Scale. The results revealed that: (1) Significant gender and grade differences were found in parent-child communication. Specifically, 5^th and 7^th girls communicated with their fathers more openly than 8^th girls, while this difference was not found in boys; (2) Both parent-child communication and basic psychological needs satisfaction were significantly positively related to rural children's perceived well-being. (3) Parent-child communication could directly predict children's perceived well-being. Meanwhile, three basic psychological needs satisfaction partially mediated the effect of parent-child communication on well-being, and relatedness had biggest mediation effect size of all. This result indicated that parent-child communication and basic psychological needs satisfaction are important influencing factors associated with children's perceived well-being, which could serve as significant components in future intervention study.

The research chooses 437 migrant children in Shanghai as subjects, using scale to study the influencing factors and medial mechanism in the process of migrant children's social integration. The result indicates: (1) as a risk factor, perceived discrimination has a negative effect on the migrant children's social integration (their life satisfaction and identity fusion); (2) Group permeability has mediating effect in migrant children's perceived discrimination and social integration,and perceived discrimination has both direct negative impact on social integration and indirect impact through group permeability; (3) Self-esteem can adjust the mediating effect of group permeability, whose impact rises as the level self-esteem does. Thus group permeability has adjustable mediating effect on the social integration of migrant children.

This study investigated the relations among parental attachment, separation-individuation and ego identity status in university students. 1131 university students from freshman to senior participated in the questionnaire investigation. The structural equation model was applied to analyze the mediating effects in this study. The results indicated that: (1) Secure parental attachment had strongly positive effect on the positive separation-individuation, and negative effect on the negative separation-individuation. (2) The relations between parental attachment and ego identity statuses were mediated by positive and negative separation-individuation, except that parental attachment had the directly positive effect on the ego foreclosure status. So, the conjoint between parental attachment and separation-individuation formed the healthy parent-adolescent relation context, which helped the ego identity achievement.

In order to verify the positive impact of worked-examples designed by "the method of explained", the experiment investigated the transfer effects of learning through the worked-examples designed by "the method of explained" and ordinary worked-examples as well as the worked-examples designed by "the method of explained" and "the method of explained and labeled" and ordinary worked-examples of 4^th grade pupils. The results showed: (1) the near-transfer achievements on learning fractional addition and subtraction operation rules through worked-examples designed by "the method of explained" were significantly better than those through ordinary worked-examples, but there was no significant difference between them on the far-transfer achievements. (2) The far-transfer achievements on learning fractional multiplication and division operation rules through worked-examples designed by "the method of explained and labeled" were significantly better than those designed by "the method of explained" and ordinary worked-examples, but there was no significant difference between them on the near-transfer achievements;both the far-transfer and near-transfer achievements through worked-examples designed by "the method of explained" were much better than those through ordinary worked-examples. (3)Both the far-transfer and near-transfer achievements on proportion operation through worked-examples designed by "method of explained" were significantly better than those through ordinary worked-examples. The achievements were impacted by the subjects' prior knowledge.

This study used data collected from a sample of 630 primary and secondary school teachers to explore the relations among emotional intelligence, work-family enrichment, active behaviors and job performance. Results of the latent structure equation modeling showed (1) significant positive correlations existed between emotional intelligence, work-to-family enrichment, family-to-work enrichment, active behaviors and job performance;(2) teacher's emotional intelligence could directly predict job performance, as well as family-to-work enrichment and active behaviors mediated the associations between teacher's emotional intelligence and job performance;(3) EI-specific models found some emotional intelligence differences among teachers. Family-to-work enrichment played a partly intermediary role in low emotional intelligence and job performance, while family-to-work enrichment and active behaviors completely mediated high emotional intelligence and job performance;(4) work-to-family enrichment didn't reveal a significant prediction on job performance.

This study examines the interactive influence of impulsive personality and parent-adolescent communication on adolescents' Internet addiction through a questionnaire survey on 1610 students from Grade seven to twelve. The results show that: (1) Compared to non-addicts, Internet addicted adolescents have significant motor impulsiveness and non-planning impulsiveness, but worse communication with their father and mother; (2) there is significant positive correlation between three types of impulsiveness (motor, non-planning and attentional impulsiveness) and adolescents' Internet addiction, and significant negative correlation between mother-adolescent/father-adolescent communication and adolescents' Internet addiction; (3) motor impulsiveness and non-planning impulsiveness can positively predict adolescents' Internet addiction, while attentional impulsiveness can't; mother-adolescent communication can negatively predict adolescents' Internet addiction, while father-adolescent communication can't; (4) motor impulsiveness and mother-adolescent communication have interactive influence on adolescents' Internet addiction: for individuals with lower motor impulsiveness, mother-adolescent communication can negatively predict their Internet addiction significantly; for individuals with higher motor impulsiveness, mother-adolescent communication has the trend to positively predict their Internet addiction, but not significantly.

Prior researches revealed the positive relation between cyber-victimization and depression among adolescents. However, it was less known about the mechanisms underlying the relation between cyber-victimization and depression. Based on the buffering effect model of social support, this study examined a moderated mediation model which integrated the mediating effect of perceived stress and the moderating effect of online social support between cyber-victimization and perceived stress, as well as between perceived stress and depression. A sample of 751 junior high school students completed the E-Victimization Scale, Perceived Stress Scale, Online Social Support Questionnaire and the Center for Epidemiologic Studies Depression Scale. The results showed that: (1) Cyber-victimization was positively associated with adolescents' depression; (2) Perceived stress could fully mediate the relation between cyber-victimization and depression; (3) Online social support moderated the association between perceived stress which aroused by cyber-victimization and depression. With online social support increasing, the negative effect of perceived stress on adolescents' depression reduced, and this result provided substantial evidence that the buffering effect model of social support was also applicable to online social support in the cyber space. Thus, both mediating and moderating effects existed in the association between cyber-victimization and depression among adolescents.

Given its accessibility and wide influence on youth, media violence has become a controversial topic. Abundant research has identified the influence of violent media on aggressive behavior, affirming that being deeply exposed to violent media in long term will increase aggressive behavior, aggressive cognition, aggressive emotion and physical arousal, thus causing physiological desensitization. In the present study, normative beliefs and empathy are considered to explore the mechanism of how violent media impacts on aggression. Exposure to Violent Media Questionnaire, Aggression Questionnaire, Normative Beliefs about Aggression and Interpersonal Reactivity Index were administered to 680 college students from Beijing, Chengdu and Fuzhou, and 583 of whom provided valid data (280 males and 303 females). Regression analysis and structural equation modeling results were as follows: (1) violent media has significant impact on viewers' aggression and among all of the three types of media, violent video games have the greatest effect size; (2) results show that male subjects use violent media more frequently than female, score higher on normative beliefs about aggression and has more aggressive behaviors; (3) normative belief is not only a significant predictor of aggression, but also act as a mediator between exposure to violent media and aggression, and a mediator between empathy and aggression. Due to its significant effects on aggression, it is worthwhile to come up with policies aimed at changing viewers' normative beliefs about aggression.

Prior study suggested interpersonal self-support traits could negatively predict depression. Hence, in current study, we further hypothesize that the interpersonal self-support traits against depression is mediated by interpersonal coping. In order to test this hypothesis, the Interpersonal Self-Support Scale for Adolescent Students, Epidemiological Survey Depression Scale and Interpersonal Stress-coping Inventory were used in a sample of 362 undergrad-uate students. Results from the poortial correlation and structural equation modeling analyses revealed that even after controlling the gender, age, and major (1) the five traits of interpersonal self-support were positively related to positive coping style and were negatively associated with negative coping style and depression, (2) interpersonal independence, interpersonal initiative and interpersonal responsibility directly predicted depression, (3) the negative coping style played a mediating role in the relationship between interpersonal openness, interpersonal responsibility and depression. Thus, the hypothesized relational model was partly supported. In other words. interpersonal self-support traits resist depression through the mediating effect of negatiue intevpersonal coping.

The present study aimed at investigating the relationship between psychological capital and subjective well-being, and the possible mediating role of occupational stress between them.Questionnaires were distributed to school teachers in eight primary schools, and a total of 495 valid cases' data were collected. Amos 17.0 was employed to analyze the relationship among psychological capital, occupational stress, and subjective well-being. The results showed that elementary school teachers had a relative high level of psychological capital, male teachers obtained higher scores on the self-efficacy dimension compared with females, teachers with shorter job tenure had lower scores on the resilience dimension compared with those with longer job tenure. Primary school teachers' psychological capital was significantly negatively correlated their occupational stress, and positively correlated with their subjective well-being;their occupational stress was significantly negatively correlated with subjective well-being;and occupational stress partly mediated the relationship between psychological capital and subjective well-being.

The behaviors that benefit others, refered to as prosocial behaviors, are significant to evolution and reality. As one of the most important influential factors of prosocial behaviors, sympathy has been widely studied in the field of cognitive neuroscience. The activation of the insula is related to negatively emotional experience. The insula is the neural basis of emotional empathy which is beneficial for the generation of motivation of prosocial behaviors. In addition, the temporoparietal junction involves in understanding other people's intention, and it is the neural basis of cognitive empathy which is favorable for choosing efficacious way to help others. The gender differences in empathy-related neural basis provide new evidence for the different prosocial behavioral performance between males and females. Future research need to clarify the functional significance of the brain regions related to prosocial behaviors, to consider multiple factors simultaneously, and to combine with pathological studies.

To explore current situation and problems of application of longitudinal study method in psychological researches in China, this article reviewed 88 studies published in Chinese psychological journals or Ph.D. thesis and master's thesis, obtained from the methodological literature in CNKI database on longitudinal study method, since 1982 to 2012. The article focus on longitudinal study methods in application, design features and data analysis. Results of sample description revealed that, application of longitudinal method in psychological study grew slowly before 2005, then increased in a continuous growth trend, researches mainly explored development of people from birth to early adulthood. For design features, researchers tend to select panel study, most of the longitudinal studies design in two or three time point measurement, with samples range from 10 to 300, and no more than three years study duration. Of the 61 studies reporting attrition, 38 studies used deletion as missing data technique;the most commonly used methods in longitudinal data analysis is hierarchical linear model, repeated measures analysis of variance, t test and structural equation model. Problems of using longitudinal method lie in small number of measurement and sample, short study duration, serious data missing and relatively old analysis method using. Attention should be paid in two folds when using longitudinal methods, type and features of design should be determined by theoretical model and research effectiveness requiring;statistical methods and missing data methods should be selected according to data characteristics.

The social cognitive intervention program was designed based on social information processing model (SIP) and further one short-term intervention study on the basis of the aggressive behaviors of 132 Children were carried out, respectively, by means of dividing those children into the experimental group, the placebo group and the control group. On this basis, the effect of this intervention program on both how to reduce the children's aggressive behaviors and improve their abilities in social information processing has been verified. The results show that: (1) the remarkable immediate effect and sustained effect of this intervention program on how to improve the capability of those aggressive children in the social information processing have been obtained, which mainly behaves as effectively reducing the aggressive children's hostile attribution bias and aggressive behaviors and further helping them to build an affiliation goal and to correctly understand the consequences of their aggressive behaviors via carrying outing the intervention program; (2) the aggressive behaviors in the three groups assessed by the teachers were greatly reduced after the intervention program, therefore, the assessment results were possibly affected by the experimenter' expectation.

Choice/No-choice method was used to explore the contributions of arithmetic knowledge and metacognitive monitoring in arithmetic strategy use in computational estimation and mental arithmetic during individual development. Total 129 participants took part in the study. The results revealed that: 1) arithmetic knowledge had an influence on complex strategy selection in computational estimation for adults and children. It also had an important role in mental arithmetic strategy execution; 2) metacognitive monitoring had a great role in computational estimation strategy selection for children. Selection of best strategy was always higher; 3) a fully mediational effect of arithmetic knowledge on age differences in strategy execution in both computational estimation and mental arithmetic had been found; a partial mediational effect of metacognitive monitoring on age differences in strategy selection in computational estimation was showed; 4) a fully mediational effect of arithmetic knowledge on metacognitive monitoring in strategy execution in both computational estimation and mental arithmetic was showed. But there was no effect on metacognitive monitoring in strategy selection which showed that metacognitive monitoring played unique role in strategy selection in computational estimation.

It's unstable for adults to make moral judgment of others' behaviors by using intention and outcomes information. According to the expectation of the two-process theory, Cushman proposed that people should combine the intention and outcome information to make moral judgment when serious negative outcome occurs, however, they will mainly focus on intention information in neutral outcome condition. By changing the pattern of sentences, the present study manipulated the salience of the intention in order to investigate whether or not the strength of intention information will modulate moral judgment of undergraduate students. The results showed that (1) participants made more moral condemnation about the neutral behavior when the negative intention information was emphasized; (2) The moral judgments was not affected by the salience of intention when participants made judgments on negative behaviors. Based on these findings, we argued that the intention information plays key role for moral judgment on neutral behaviors. More importantly, the moral condemnation to negative intention of undergraduate students depends on the salience of intention information.

Using the approach of clinical conversation as to the story's context, this study explored the development of 6-to 10-year-old children's moral emotion judgment and attribution to the victimizer and bystander in the victimizing context, the results revealed (1) 6-year-old children could understand that victimizing behavior was wrong, while children could not understand that bystander behavior was wrong until 8 years old. (2)With the age increasing, happiness degree children judged to the victimizer displayed a declining tendency, and their moral emotion attribution changed from outcome-oriented to morality-oriented. By contrast, although the happiness degree children judged to the bystander displayed an decreasing tendency, their moral emotion attribution changed from invalidity-oriented to morality-oriented. (3)Children's moral emotion judgments to different actors were affected by the interaction of age and gender. Among the children aged 6, happiness degree which judged by boys towards the victimizer was higher than girls, while the happiness degree which judged by boys towards the bystander was lower than girls. But these effects were not found among the children aged 8 and 10.

Peer interactions and group experiences exert a profound influence on the adolescents' behaviors.Literature also suggests that adolescents' positions in social network are responsible for their problem behaviors. In this article, social network analysis was used to identify peer groups of 506 adolescents from 20 middle school classrooms, and to measure the adolescents' centrality (degree, reach, bonacich and betweenness centrality) in their classroom networks and status in their peer groups. Multilevel model analysis indicated that peer groups did socialize adolescents' problem behaviors, controlling for classroom-level problem behaviors and other factors. The results showed peer group core membership was negatively associated with individual-level problem behaviors, and betweenness centrality was negatively associated with adolescents' problem behaviorsand degree centrality was positively associated with adolescents' problem behaviors. Degree centrality and betweenness centrality significantly moderated the impact of peer group problem behaviors on adolescents' externalizing behaviors. Further analysis indicated that the peer group socialization effect was most potent for individuals in low betweenness centrality, however, the degree centrality predicted adolescents' problem behaviors only in high problem behavior level groups.

This study investigated 364 pairs of preschool-child's parents who were from different areas of China by Inventory of Father Involvement, Marital Satisfaction Scale and Co-parenting Scale. Structural equation modeling was used to test the spillover effect, compensatory effect and crossover effect among spouses' marital satisfaction, coparenting and father involvement and the role of coparenting behavior as a mediator of the relationship between spousal marital satisfaction and father involvement. The results were as follows: (1) Spillover effect, compensatory effect and crossover effect existed in the relationship among spouses' marital satisfaction, coparenting and father involvement. (2) When family integrity or reprimand were taken as mediator, father's coparenting behavior partly or fully mediated the association between father's marital satisfaction and father involvement, while mother's marital satisfaction and mother's coparenting behavior made no difference on father involvement. When conflict or disparagement were taken as mediator, spousal marital satisfaction predicted father involvement directly, and neither father's nor mother's coparenting behavior played the role of mediator.

Ariel, Dunlosky and Bailey (2009) proposed Agenda-Based Regulation (ABR) framework. This explains the internal mechanisms of study time allocation from the perspective of information processing, that learners develop an agenda on how to allocate time to various study items and use this agenda when selecting items for study. When the limits of the central executive have been exceeded, habitual responses may gain control of study-time allocation.
This study aims to revealed the habitual response of the study time allocation. It further explored the relationship between the habitual response of the study time allocation and agenda-driven. Using Metcalfe's paradigm, two experiments independently were conducted in present research to examined twenty undergraduates's habitual response on study time allocation on condition of different time limit. Multi-factor experimental design was employed in this study. The independent variables were item difficulty, and words position, and the dependent variables were fixation duration and fixation points. On condition of no time limitation, the result revealed that habitual responses on item selection was found, but no effects on the self-paced study time. On condition of a time limit, there was no habitual response on study time allocation. Learners gave preference to easy items in all three words position. However, for easy items, there were also habitual responses. Which demonstrates learners' agendas can dominate item selection and self-paced study time, but can not completely eliminate the habitual responses to the item selection.

The present research explored the connection between social perspective-taking and story reading comprehension outcomes. One hundred and sixty-one ten-years old (four-grade) children completed a social perspective-taking measure, a story reading comprehension test and a vocabulary scale. Hierarchical regression was used for data analysis, results suggested that: social perspective-taking could predict the overall score of story reading comprehension, and the score of the three of four reading processes at significant level, which include ‘focusing on and retrieving explicitly stated information’, ‘making straightforward inferences’, and ‘examining and evaluating content, language, and textual elements’. But social perspective-taking could not predict the process of ‘interpreting and integrating ideas and information’. Moreover, our results revealed that vocabulary level was a moderator in the relationship between social perspective-taking and story reading comprehension. That is, children who had low level vocabulary, the role social perspective-taking played was more important compared with their peers who have high level vocabulary on the story reading comprehension.

To examine the relationship between parental psychological control and depression, as well as the mediating role of loneliness and the moderating role of effortful control in the effect of depression, 688 secondary students (mean age=15.62 years; 341 boys) were tested with parental psychological control questionnaire, loneliness scale, effortful control and depression questionnaire. The results indicated that: (1) after controlling for gender and grade, parental psychological control significantly contributed to depression. (2) Loneliness played partial mediating role in the relationship between parental psychological control and depression. (3) Effortful control moderated the mediated path through loneliness. Thus, both mediating and moderating effects exist in the association between parental psychological control and adolescents' depression.

An increasing body of research had investigated the relationship between parental control and adolescents' problematic Internet use (PIU). However, there were several limitations in prior studies: the operational definition of parental control was flawed;the unique effect of different forms of parental control [behavioral control (BC) vs. psychological control (PC)] had rarely been examined;the functional form (linear vs. curvilinear) of the relationship had not been formally tested;and the mediating mechanism was still poorly understood. Our purpose was to examine the direct associations between BC, PC, and adolescent PIU, and to investigate whether affiliation with deviant peers will mediate the relationship between parental control and adolescent PIU. Participants were 703 middle school students. In school, participants anonymously completed demographic information questionnaire, parental behavioral and psychological control scale, deviant peer affiliation questionnaire, and PIU scale. After adjusting for age, gender, and socioeconomic status, BC had negative and linear effect on adolescent PIU, whereas PC had positive and linear effect on adolescent PIU. The non-linear effects of BC and PC were not significant. Moreover, deviant peer affiliation mediated the relationship between the two forms of parental control and adolescent PIU. Specifically, BC was negatively and linearly associated with deviant peer affiliation, which in turn was associated with PIU. In addition, PC was positively and linearly associated with deviant peer affiliation, which in turn was positively associated with PIU.

The present study investigated the relationships between students' perceived teacher's autonomy supporting, basic psychological needs, self-determined motivation and academic burnout. Modified Learning Climate Questionnaire, Basic Need Satisfaction Scale (BNSS), Academic Self-Regulation Questionnaire (SRQ-A) and Maslach Burnout Inventory-Student Survey (MBI) were administered to 613 junior middle school students. Results showed that basic psychological needs and autonomous motivation were positively associated with perceived teacher's autonomy support, and were negatively associated with academic burnout. Structural equation analysis showed that basic psychological needs and autonomous motivation played the mediating role separately in the relation between perceived teacher's autonomy support and academic burnout. Furthermore, the basic psychological needs - autonomous motivation meditational chain also played a mediating effect in the relation between students perceived teacher's autonomy support and academic burnout. Finally, the implications for teaching are discussed.