The present study investigated whether right visual field (RVF) lateralized categorical perception (CP) of color depends on learned categories or color discrimination. Experiment 1 asked participants to finish a color discrimination task to distinguish four gradual colors, such as dark green, light green, light blue and dark blue, into four categories firstly, and then to complete a visual search task. The reaction times data showed that there was a significant RVF color CP in the whole and the early part of visual search task, suggesting that the RVF color CP depended on learned categories primed by color discrimination task, rather than color discrimination. Experiment 2 asked participants to finish a color discrimination task to distinguish four gradual blues into two categories, and to complete a visual search task before and after the discrimination task. The previous studies have shown that, distinguishing the four blues into the same two categories by learning lexical categories could produce RVF color CP. However, the result of this experiment showed that there was no such RVF color CP in the visual search task after the color discrimination task, suggesting that RVF color CP depended on learned categories rather than color discrimination. In short, the present study showed that RVF color CP depended on learned categories rather than color discrimination, promoting the study on the relationship between language and perception.

In order to investigate the differences in executive function among children with different early mathematical ability, 4 groups of children were selected from 311 kindergarteners.They were children at risk for mathematics learning disability (MLD), low achieving children, typical development children and high achieving children. Group differences in executive function were first analyzed.Discriminant analysis was then applied to investigate which functions predict group membership best, The results are as follows:In comparison with the typically achieving group, Children at risk for MLD showed general deficits in updating, inhibition and switch. Low achieving group had deficit only in number-related updating. The high achieving children outperformed the typical development children in number updating and one switching task with time limit.Furthermore, discriminant analysis indicated that it was the underlying construct of updating and switching that contribute most to the group differences in early mathematical ability.

The present research explored the developmental patterns in mental time travel and the self during late childhood (9~12 years old), adolescence (13~15 years old), and early adulthood (17, 19, 21 years old). Of particular interest on how episodic memory and the self would affect episodic foresight at each possible transitional period. Using the interview method, this research evaluated mental time travel performance through episodic details recalls. Self-description (in elementary school and secondary school) or self-continuity (in high school and college) was also used to measure self-concept. The results showed that (a) The episodic details numbers in episodic future thinking and paralleling episodic memory increased with age during late childhood. Both episodic memory and foresight then remained stable during adolescence and early adulthood; (b) Episodic memory was an effective predictor of episodic foresight in each of the above stage; (c) The influence of self-description on episodic foresight did not appear until adolescence; (d) Self-continuity mediated the relationship between episodic memory and episodic foresight during early adulthood.

One question about language switching is the activation of one language when using the other language. This study was designed to investigate the familiarity influence on the activation of non-target language in language comprehension with innovative paradigm. Each experiment consisted of a study block and a test block. In the study block, Chinese and English words presented one at a time randomly, and bilingual participants were instructed to make a concept decision only to target language while ignoring non-target language of different familiarity. Study status (studied vs. unstudied) was manipulated in the test block. The same-language repetition priming was used in experiment 1a and 1b, which non-target language words presented in the study block were repeated in the test block. The cross-language repetition priming condition was used in experiment 2a and 2b, which non-target language words were presented in the study block and their translation equivalents were presented in the test block. The response time and accurate rates were recorded. In experiment 1a and 1b, we found cross-language repetition priming effect, non-target words were activated automatically. In experiment 2a, we found that when non-target words were English, the familiar words were activated on concept level, while the unfamiliar words were not activated on concept level. In experiment 2b, when non-target words were Chinese, words of both familiarity levels were activated. The results revealed that in language comprehension, non-target language can be activated automatically, the level of activation is influenced by words familiarity.

Perceptual symbol system held the hypothesis that knowledge representation is perceptual, and readers simulate objects' implied properties by activating perceptual representation during language comprehension. The present study used sentence-picture matching paradigm to explore that whether perceptual simulating process of implied object color information exists during sentence comprehension. Experiment 1 proved that implied color information of objects was perceptually simulated during sentence reading. In Experiment 2, contexts of sentences were changed to explore whether contexts affected perceptual simulation of implied color information. In Experimental 3, relationship between objects and their corresponding color was taken into consideration. The result showed that both context and color diagnosticity played roles in perceptual simulating process of implied object color. Furthermore, to objects with high color diagnosticity, their implied colors were always simulated during sentence processing, even lacking of sufficient sentence contexts.

Previous studies had found that acute psychosocial stress would impair the retrieval of the autobiographical memory. However, they rarely investigated the effect of acute psychosocial stress on the self-referential memory. So the current study was aimed to broaden this field.Fifty-nine participants were random divided into high stress group and low stress group by mean split of their heart rates responses during the stage of TSST (Trier Social Stress Test), which resulted a final dataset of thirty-two participants in the high stress group and twenty-seven participants in the low stress group. All participants finished the self-referential memory task in which participants were asked to judge whether some adjectives were appropriate to describe the self, mother and a celebrity (e.g., Lu Xun) and then were asked to recognize whether some adjectives were old or new. If participants judged an item to be an old item, they would further asked to make an R/K judgment by indicating whether ‘remembering’ (consciously recollect specific details of the item at the time it was presented, ‘R score’) or simply ‘knowing’ (feel familiar, but participants were unable to recollect details of its prior list, ‘K score’). Results showed that the recognition accuracy of R-response for self-relevance condition was higher in low stress group than that in high stress group. Further, participants' heart rates during the stage of TSST were negatively correlated with their recognition accuracy of R-response for self-relevance condition. Our findings indicate that stress-induced decreased the recognition of the self-relevance traits.

A total of 336 couples with adolescence nationwide were surveyed with questionnaires, including Marital Satisfaction Questionnaire and Coparenting Scale. Based on the Actor-Partner Interdependence Model, structural equation modeling results revealed spillover and crossover effects across the associations between marital satisfaction and coparenting. There was no gender difference between the spillover and crossover effects. The results also showed that the higher of similarity of marital satisfaction, the lower of mother coparenting conflict behavior. The similarity of marital satisfaction had no effect on father coparenting behaviors.

This study examined the effect of school composition on mathematics academic achievement on migrant children and native children in mainland China. Two school composition indictors, school-SES and school proportion of migrant children were investigated. Data were from 4960 elementary students (including 14.5% migrant children) in grades 2 to 6 of 32 developed counties. The results showed:1) school-SES positively influences mathematics academic achievement, while the effect of school proportion of migrant children was not significant; 2) school-SES moderated the migration effect on short-term migrant children's mathematics academic achievement. Compared with native children, the academic disadvantage of short-term migrant children in high SES school were worse than in low SES schools; 3) School proportion of migrant children buffered the migration effect on long-term migrant children's mathematics academic achievement. The academic disadvantage of long-term migrant children decreased in school with more migrant peers.

The present study investigated the relationships between parental rearing styles, self-concept and learning burnout in middle school students. EMBU-Chinese version, Questionnaires of Self-Description (SDQⅡ) and Modified Maslach Burnout Inventory-Student Survey (MBI) were administered to 1201 middle school students. Correlation analysis indicated that positive parental rearing styles were positively associated with academic self-concept, non-academic self-concept, and were negatively associated with learning burnout, whereas negative parental rearing styles were negatively related to academic self-concept, non-academic self-concept, and were positively related to learning burnout. Self-concept, non-academic self-concept were significantly correlated with learning burnout. Structural equation analysis showed that self-concept and non-academic self-concept separately mediated the relationship between positive parental rearing styles, negative parental rearing styles and leaning burnout.

Comparability of test scores are affected by the test's dimensionality, before estimating student's scores, we need to estimate literacy's dimensionality. The study aims to analyze dimensionality of literacy ability based on dichotomous items scale for compulsory education phase students. We assume that literacy is unidimensional. The tool is Chinese character quantity test for compulsory education stage students, the test is constructed of two editions; the first edition is used for 1 to 2 grade students, and is consisted of 36 Chinese characters. The second edition is used for 3 to 9 grade students, and is consisted of 45 Chinese characters. And the test's reliability and validity are good, can be used to analyze dimensionality of literacy ability. More than 1300 students, from one to eight grades students, are selected randomly. Using exploratory structural equation modeling (ESEM) and nonparametric item response theory (NIRT), including the MSP and DETECT, to analyze literacy dimensionality. At first, do exploratory structural equation modeling analysis, using Mplus6.0. The model fit analysis results show, the model fit index for unidimensional model and multidimensional model are all acceptable, and the multidimensional model is better than unidimensional model, but considering of terseness of model, the unidimensional model is more appropriate. The eigenvalue analysis results show, the largest eigenvalue divide the second eigenvalue is 2.62 for 1~2 edition, and 5.35 for 3~9 edition test. According to the criterion, the 3~9 edition test is one-dimensional test, and the 1~2 edition is not. For factor loading analysis, in 1~2 edition test, in single factor model, the factor loading are above than 0.4 for all, except the 8 item. In double factors model, in despite of the 23 item is less than 0.4, the 1 item to 11item and 14 item are all belong to the factor 1, others are belong to the factor 2. Because items are assigned according to the word frequency from high to low, the results indicate, word frequency influenced literacy, but it is just a difficult dimensionality rather than an ability dimensionality. The 3~9 edition test shows similar results. In a word, the unidimensional model is superior to the multidimensional model, and in multidimensional model, didn't find differences between sound and meaning of literacy. The multidimensional results reflect a difficult dimensionality characteristics, is the role of word frequency. Second, nonparametric item response theory analysis is conducted, using Mokken scale to test dimensionality with MSP 5 procedure, the results find, 1~2 test and 3~9 test show unidimensional scale features as c increasing. At last, using DETECT to test dimensionality with DETECT v.2.1, the results show, D<0.2 for 1~2 test and 3~9 test, that is to say, 1~2 test and 3~9 test show unidimensional scale features. For three methods, the literacy ability tends to accept unidimensional hypothesis. We can draw the conclusion, the literacy ability tend to be unidimensional ability, but would be affected by word frequency. So teachers should pay attention to recreate literacy teaching, let students read more, improve students' familiarity of literacy, in order to help students to increase quantity of literacy. But there are some aspects need to improve, for example, at selecting participants, this study selects participants only from eight grades, from nine grades would be better; and the number of 1to 2 grade students is only 253, increasing the number would be better.

The present 10-months longitudinal study aimed to explore reciprocal relations between academic self-concept and academic achievement in primary and middle school students, test reciprocal effect model and development perspective. 357 students from one primary school, one junior high school and one high school were investigated by Self Description Questionnaire. The results indicated that academic self-concept scores of Grade 5 in primary school has developmental differences and was higher than middle school students significantly. Cross-lagged regression analyses for the total samples were in line with reciprocal effect model. For students at Grade 5 in primary school, the first academic self-concept can predict subsequent academic achievement. But for middle school students, the first academic achievement can predict subsequent academic self-concept. These results indicated that causal ordering of academic self-concept and achievement changed when students' age transformed, and development perspective was confirmed in this study.

The purpose of the present study was to explore the association between emotional and physical abuse and migrant children's ODD (oppositional defiant disorder) symptoms. A sample of 369 migrant children with ODD symptoms, 349 migrant children with none ODD symptoms and 94 local children with ODD symptoms was recruited from 10 elementary schools in Beijing. Furthermore, mediating role and moderating role of parent-child relationship in that association were explored. According to the characteristics of ODD symptoms, ODD symptoms were classified into two categories-emotional ODD symptoms (irritable) and behavioral ODD symptoms (headstrong/hurtful). Results revealed that compared to local children with ODD symptoms, migrant children with ODD symptoms suffered more severe physical abuse, poorer parent-child closeness and higher parent-child conflict but had less emotional ODD symptoms; while compared to migrant children with none ODD symptoms, migrant children with ODD symptoms suffered more severe emotional and physical abuse, poorer parent-child closeness and higher parent-child conflict. Higher physical abuse was associated with more behavioral ODD symptoms, whereas emotional abuse was not associated with more behavioral ODD symptoms, and neither of physical abuse or emotional abuse was associated with emotional ODD symptoms. Furthermore, conflict played a significant mediating role between physical abuse and behavioral ODD symptoms, while closeness played a significant moderating role between physical abuse and emotional ODD symptoms, among migrant children with ODD symptoms.

Based on the controversial results between online identity experiment and self-identity, this study constructed a moderated model and a mediation model to examine whether the relationship between online identity experiment and self-identity was moderated by the online social tendency and was mediated by the compulsive internet use. Online Identity Experiments Scale, Self-identity Scale, Internet Behaviors Questionnaire and Compulsive Internet Use Scale were administrated to 275 college students. The results indicated that:(1) the relationship between the online identity experiment and self-identity was moderated by the online social tendency. For the below-the-line orientation group, who had more friends in real life rather than online, online identity experiment significantly negatively predicted college students' self-identity. However, for the online orientation group, who had more friends online rather than the real life, although high online identity experiment still significantly negatively predicted the self-identity, moderate online identity experiment was positively associated with self-identity; (2) compulsive internet use played completely mediating role between online identity experiment and self-identity. In sum, online identity experiment was harmful to the development of college students' self-identity as a whole, but moderate amount online identity experiment activities could plays a positive role in the development of self-identity.

Negative descriptive norms affect individuals' pro-environmental behavior, yet whether self-control can resist the effect of negative descriptive norms is unknown. Therefore, we explored if self-control moderates the relation between negative descriptive norms and pro-environmental intention and behavior, based on a sample of middle school students in Beijing. In Study 1, 376 participants completed a questionnaire containing self-control ability and pro-environmental intention (which was measured through a hypothetical scenario with literal descriptive norms manipulation). In Study 2, a laboratory experiment was conducted and 168 participants were recruited. Self-control state was manipulated through ego depletion task (ego-depletion group vs. control group), and descriptive norms were manipulated by setting the environment of the laboratory (very dirty vs. normal). Also the participants' pro-environmental behavior (taking away plastic packing bag) was measured. The results showed that, negative descriptive norms decreased the participants' pro-environmental intention and behavior; both trait and state self-control positively predicted the participants' pro-environmental intention and behavior; however, self-control did not moderate the relation between negative descriptive norms and pro-environmental intention and behavior. That being said, self-control could not resist the effect of negative descriptive norms on middle school students' pro-environmental behavior.

Research on aging and decision making has yielded inconsistent results. We provide a review of research on the multifaceted impact of aging on decision making from the decision processes perspective. When considering the cognitive decline, older adults examine fewer pieces of information, use noncompensatory strategies and more likely to engage in an attribute-based search before making a decision. When considering the the change of motivation, older adults focus on the adjustment of emotion, and then tend to search more positive information and use noncompensatory strategies to avoid negative emotion induced by explicit trade-offs between features. The motivation can mediate the negative influence of cognitive aging on older adults' decision making. Specifically, the Socioemotional Selectivity Theory and Selective Engagement Hypothesis assume that decision task accord with social goal of older adults will increase the motivation to devote the cognitive resources, and then the older adults' decision performance will not be hampered by the limited cognitive resources. The future studies may conduct the precise experimental studies to further clarify whether or not the interaction between cognition and motivation may influence the older adults' decision-making performance and how. The comprehensive use of process tracing technologies will help avoid the defect of single technology. Considering the age difference of social goals, we should focus on the subjective quality when assessing the quality of older adults' decisions.

In this paper, we attempted to analysis the reliability generalization on studies of the Big-Five factor personality tests during the last 20 years (1994~2013) in China. The results showed that:(1) Among all studies, 68.15% caused reliability induction phenomenon. (2) In the unweighted estimating, the lowest reliability coefficient was found for the Agreeableness and Openness, whereas the highest was found for the Neuroticism and Conscientiousness. What's more, the reliabilities from Chinese researchers were less than Western counterparts, except the Openness. And the latter had higher variance, except the Extraversion. With the meta-analysis of coefficient alpha, the coefficient alpha of Neuroticism was the highest, whereas Agreeableness and Openness were the lowest, in the random effects model. (3) The result of multivariate regression analysis indicated that sample characteristics such as the mean of scores, regional differences between the south and the north, inventory origin had predictive functions on the reliability for Neuroticism; inventory origin, paper types, testing version, and testing pointing were the main predictor variable for the reliability for Extraversion; sample size, paper types, and inventory origin had predictive functions on the reliability for Openness; paper origin, paper types, the number of the items, and sample types had predictive functions on the reliability for Agreeableness; inventory origin, the number of the items, paper types, and testing pointing were the main predictor variable for the reliability for Conscientiousness.

A hundred and twenty-two children(3-to 6-year-old) participated in 11 tasks measuring ANS acuity, symbolic number abilities, inhibitory control, short memory, working memory and receptive vocabulary. Results showed that(1) Preschool children's ANS acuity increases by their age. (2) Both of the same different task and the non-symbolic magnitude comparison task can measure 3-to 6-year-old preschool children's ANS acuity. Their performances in the non-symbolic magnitude comparison task were better than that in the same-different task. (3) The Weber Faction calculated by non-symbolic magnitude comparison task significantly correlated with cardinality proficiency and symbolic number knowledge, and the accuracy of this task correlated with counting skills, cardinality proficiency and symbolic number knowledge, when short memory, working memory, inhibitory control and receptive vocabulary were controlled. (4) The accuracy of different trails in the same-different task correlated with symbolic number knowledge.

Cognitive style has been found to modulate behavioral responses related to categorization. However, it is still unclear whether neural activity related to categorization is influenced by cognitive style. Therefore, the present study aimed to investigate whether different cognitive styles, such as wholist and analytic, differ in neural activity during a categorization task. In this categorization task, wholist and analytic participants were asked to choose which alternative object matched with the target object. Blood oxygenation level-dependent (BOLD) activation was assessed by means of the functional magnetic resonance imaging (fMRI). Results showed that the categorization task activated more strongly in the frontal-occipital network (e.g., inferior frontal gyrus, precuneus and middle occipital gyrus) than did the control task, regardless of cognitive style, suggesting that wholist and analytic individuals may share certain regions related to working memory. More importantly, wholist compared to analytic participants showed greater activity in right inferior frontal gyrus and right parahippocampal gyrus. The findings indicate that cognitive style alters brain activity during categorization. In addition, the dominance of the right hemisphere for the wholist may be suggested to be related to the enhanced remote semantic connections during categorization.

The present study aimed to investigate how the focality of processing and ongoing task load affect the event-based prospective memory (EBPM) for undergraduates with different cognitive styles. This study contained two experiments. Experiment 1 examined the effect of the focality of processing and the matching in the types of processing between the prospective memory task and ongoing task on EBPM for field-independent (FI) and field-dependent (FD) undergraduates. Experiment 2 investigated how ongoing task load and the focality of processing affected the EBPM for FI and FD undergraduates. The results showed that, (1) the performance in focal processing condition was better than that in nonfocal processing condition, which was not affected by the change of the ongoing task load; (2) under conditions of high ongoing task load and nonfocal processing, the performance for FI undergraduates was significantly better than that for FD ones, which was not affected by the matching in the types of processing between the prospective memory task and ongoing task. The present study supports the multiprocess theory.

Through three experiments, the research investigated the psychological reality of vertical space metaphor of moral concepts and its bidirectional mapping. In experiment 1, subjects memorized the facial images and moral words. The results showed:when moral words appeared in the upper space, or immoral words appeared in the lower space, the accuracy of the recognition of words and faces was better. These results suggest there is the psychological reality of vertical space metaphor of Chinese traditional moral concept. Experiment 2 employed a moral evaluation task.In this task, subjects evaluated facial images located in upper space of the screen as more moral and those pictures located in lower space of the screen as more immoral. The results confirm the influence of space information on the moral evaluation. In experiment 3, subjects were required to memory the moral words and its location. The results showed:subjects judged moral words appeared more often in upper space, but the judgments of immoral words is the opposite. The results suggest the judgments of spatial information can be influenced by the metaphor of moral concepts. The conclusions of the study are:the psychological reality of vertical space metaphor of moral concepts exists, and it's bidirectional mapping.

Based on Maternal Gatekeeping and Identity Theory, this study explored the mechanism of paternal attitudes about the role of father on father involvement and constructed a mediated moderation model in which father's coparenting mediated the interaction effect of parental attitudes about the role of father on father involvement. This study investigated 364 pairs of preschool-child's parents who were from different areas of China by Inventory of Father Involvement, Inventory of Parental Attitudes about the Role of Father and Co-parenting Scale. The results indicated that mother's attitude about father's parenting value is a promotive factor of father involvement, and moderated the relationship between paternal attitude about their own parenting value and father involvement and this moderated effect mediated by father's coparenting. These results improved our knowledge of the effect of maternal gatekeeping and also have practical significance on intervention activities.

Based on testing and questionnaire method, the present study conducted among 658 primary school students to investigate the impact of teacher-student relationships on children's creative thinking and to explore the mediating effect of creative self-efficacy as well as the moderating effect of openness to experience. The results showed that:(1) Teacher-student relationships significantly positively predicted children's creative thinking as well as creative self-efficacy; (2) Creative self-efficacy played a completely mediating role between teacher-student relationships and primary school students' creative thinking; (3) The mediation of creative self-efficacy was moderated by openness to experience. In terms of high openness to experience, creative self-efficacy played a mediating role. But for individuals with low openness to experience, the mediating effect of creative self-efficacy was not significant. These findings contribute to our understanding of a comprehensive interpretation of both environmental and individual factors' impact on creativity.

In order to explore whether the monitor of non-directional forgetting party was affected by the cue of assistant's directed processing, we created a cooperative learning situation that to establish the Chinese characters' pronunciation corpuses for foreign students.In experimentⅠthe assistant read 2 word lists and followed the cue to remember or forget the given list words;The monitor judged the accuracy or fluency of the pronunciation and later took the recognition test alone. In experiment Ⅱ the assistant would also read aloud the words when the monitor took in the recognition test.The results showed that:(1)Directed forgetting effect occurred for the monitor when they deeply monitored the assistant's pronunciation accuracy, however, directed forgetting effect was not present for the monitor when they superficially monitored the pronunciation fluency.(2)In the test phase of recovering learning situation,although there were significant differences of recognition performance between shallow-monitoring condition and deep-monitoring condition,the directed forgetting effect was also disappeared.These two experiments testified that under cooperative learning condition,whether the monitor'sdirected forgetting effect appeared was closely concerned with monitoring task depth and recovering learning situation.

Previous studies showed that multimedia learning effect were likely to be influenced by learner's prior knowledge and animation's speed. This study presented fast, normal, and slow animated learning materials to learners with high prior knowledge (HPK) and low prior knowledge (LPK) while recording their eye movements with an eye tracker. The results showed that there were no interaction on immediate tests, while the LPK perform better under fast than normal condition on delayed test. Eye-movement data indicated that the HPK fixated longer than the LPK on the picture AOI (Area of Interest). It suggests that learner's prior knowledge wouldn't affect the instructional effect of animation's speed on immediate test. The LPK performed better under fast condition on delayed test, which shows the multimedia learning effect affected by learner's prior knowledge and animation's speed can be tested over time. The HPK pay more attention to picture than the LPK in the overall learning material.

Vocabulary learning is a very difficult process in the second foreign language learning for college students. Therefore, the research on learning and memory strategies based on vocabulary learning is not only helpful for the acquisition of second foreign language vocabulary, but also the common focus of both second foreign language teaching and psychological studies. The learners and educators usually use tests to evaluate the students' academic performance. However, they neglect the effect of test itself on promoting the students' academic performance. Further, the test itself can be a type of learning. In the present study, the "Swahili-Chinese" paired words were used as experimental materials, and we compared the effects of four types of different experiment conditions frequently used and closely related to the test in the teaching practice on the vocabulary learning in the second foreign language learning. The present study showed that (1) the cumulative recall accuracy of four types of experiment conditions were almost the same; (2) testing effect facilitated the long-term memory retention; and (3) the students have different metacognitive for the four types of experiment conditions. Taken together, the present findings reveals that self test helps students acquire the second foreign language vocabulary efficiently and teachers can also improve the efficiency of classroom teaching by using testing effect.

It is well recognized that course burden has a detrimental effect on student's school life satisfaction, but little is known about the possible moderating mechanisms underlying this relation. Within the framework of development system theories, the present study constructed a multilevel moderated model to examine the effect of school atmosphere on the relationship between course burden and school life satisfaction. A total of 20155 students from fifth and eighth grade were investigated in this study. The present study integrated students' perception of the relationship between teachers and students with principal's perception of students' morale, teachers' morale, students' negative behavior, and teachers' negative state together to evaluate school atmosphere. The results showed that:(1) course burden had a significant negative impact on students' school life satisfaction; (2) this negative impact was attenuated by students' positive perception of the relationship between teacher and students and the principal's perception of students' morale. This research contributed to the study of how to improve the students' school life satisfaction.

The purpose of the current study was to explore the association of parents emotion dysregulation with ODD (oppositional defiant disorder) symptoms among migrant children and the role of parents conflict tactics and children emotion regulation in this association. Totally, 369 migrant children with ODD symptoms and their parents, and 349 migrant children with none ODD symptom and their parents from 10 primary schools in Beijing participated in the current study and finished the questionnaires. On the basis of data analysis, results revealed that parents emotion dysregulation was significantly more severe, and parents conflict tactics (CT) and children emotion regulation were significantly worse in migrant children with ODD symptoms, comparing to migrant children with none ODD symptom. For migrant children with ODD symptoms, parents emotion dysregulation was significantly associated with children ODD symptoms, and parents conflict tactics were significantly associated with parents emotion dysregulation and children ODD symptoms, while no significant association was found between children emotion regulation with other variables. Furthermore, parents emotion dysregulation significantly predicted ODD symptoms of migrant children, with CT of parents playing a significant mediation role in this prediction. Children emotion regulation significantly moderated the relationship between parents emotion dysregulation and ODD symptoms among migrant children with ODD symptoms. However, moderation role of children emotion regulation were found neither in the relationship between parents emotion dysregulation and CT of parents nor in the relationship between CT of parents and ODD symptoms of migrant children. Results of the current study suggested that intervention programs for migrant children with ODD symptoms should not only include emotion regulation training for children themselves but should also include emotion regulation training and CT training for their parents.

This study aimed to investigate the characteristics of adolescents' negative affect and its relationships with father-child, mother-child and peer attachment. Peer attachment was posited as a mediator of the link between parent-child attachment and adolescents' negative affect; parent-child attachment was further posited as a moderator of the link between peer attachment and negative affect. A total of 3363 students from 8 middle schools in Beijing were tested with questionnaires at class. The Results indicated that:1) In general, the level of adolescents' negative affect increased with grade, and girls scored significantly higher than boys; 2) Both father-child attachment and peer attachment were uniquely and negatively associated with adolescents' negative affect, and peer attachment was more strongly related to negative affect than parent-child attachment; 3) Peer attachment partly mediated the link between father-child attachment and negative affect, while fully mediated the link between mother-child attachment and negative affect; 4) Parent-child attachment also moderated the relationship between peer attachment and negative affect, with the association stronger among those scored higher on parent-child attachment. These findings suggested that both interaction model and indirect-effect model exist in the relationships of different types of attachment and adolescents' negative affect, creating a moderated mediation model.

In most prior research, narcissism has been consistently found to promote aggression under provocation. However, most of them have focused only on dispositional narcissism without considering situational factors that may increase narcissism temporarily. The present studies explored the possibility that experimentally induced increases in narcissism would foster aggressive responding to criticism by increasing perceived threat in a laboratory setting among Chinese college students. 162 college students were randomly assigned to conditions of a 2(narcissism activating story vs. neutral control story) by 2(threat vs. praise) between-subjects design. Structural equation model and bootstrapping analyses were utilized to test the hypothesized mediating model, results showed that (1) there is significant difference in the level of state narcissism induced by different priming stories among participants; (2) the state narcissism activating group expresses more aggression under the condition of threat (vs. praise); (3) the effect of state narcissism on aggression is mediated by perceived threat, anger and hostile attribution biases; (4) on the whole, perceived threat not only directly predict aggression, but also lead to aggression via feelings of anger and hostile attribution biases. For narcissism activating group, state narcissism make an indirect effect on aggression through feelings of anger and hostile attribution bias; for neutral control group, the relationship doesn't exist. The results suggest that factors of emotions and cognitive would produce aggressive behaviors when the narcissists confronted with negative evaluations.

The influence of parental divorce on children and adolescents' development has attracted researchers' attention since 1970s.This paper reviewed and presented studies on this topic from three aspects:(1) the theoretical changes of relationship between parental divorce and their children's development, from severe and negative effects of parental divorce on children's development, to limited effects of parental divorce; (2) the process and mechanism of how parental divorce would influence children and adolescents' development:a lot of research revealed that inter-parental conflict was a more critical factor than divorce, while inter-parental conflict before divorce moderated the direction and magnitude of divorce effects, and inter-parental conflict as well as co-parenting after divorce influenced children and adolescents' development through the mediation of parent-child relationship and parenting behaviors; (3) the previous studies in this field had many clinical implications and inspired future research about how divorce influence children in China.

The present study investigated the social comparison's effects on cognitive and affective trust of middle school students who were in different friendship states, and to further analyze the mediation effects of the cognitive and affective trust in the relationship between social comparison and intimacy change in friendship. 522 valid participants (M_age=12.87, SD=0.67) nominated one most intimate friend at the beginning of term. After midterm examination, we asked subjects to compare their own class rankings with their nominated friends' class rankings in a 7-level ladder. Then subjects rated their cognitive and affective trust to their nominated friends in a 7-point Likert scale. Finally, subjects reevaluated the intimacy of their nominated friends. The results show that:compared to upward comparison, subjects who compared downward, had higher affective trust to their close friends (the second intimacy did not change); Social comparison had no effect on cognitive trust. Compared to downward comparison, subjects who compared upward had higher affective and cognitive trust to their ordinary friends (the second intimacy decreased). The mediation analyses indicated that only cognitive trust fully mediated the relationship between social comparison and intimacy change in friendship, compared to downward comparison, upward comparison had an indirect positive effect on friendship intimacy through cognitive trust.

Fifty-one typically developing children participated in the assessment of mastery motivation using the Dimension of Mastery Questionnaire by their parents, competence using the School Readiness Test Battery-Comprehensive Version by experimenters and temperament using the Questionnaire of Temperament for Children Aged 3-9 by teachers. Hierarchical regressions were employed to analyze the moderating effect of temperament in motivation-competence relations. The results showed that (1) the moderating effect of Activity-Attention was significant. For children of Attention Type, higher object-oriented mastery motivation predicted higher levels of fine motor and approaches to learning, and higher gross motor mastery motivation predicted higher levels of sensory motor, whereas these relations were not significant for children of Activity Type. (2) The moderation effect of Reactivity-Inhibition was significant. For children of Reactivity Type, higher social mastery motivation with children predicted higher levels of fine motor. In turn, for children of Inhibition Type, higher social mastery motivation with children predicted lower levels of fine motor, sensory motor, and approaches to learning.

This study investigated the relationships between maternal stress, mothers' parenting styles and preschool children's creative personality. The Creativity Assessment Packet(CAP), the Parental Stress Scale(PSS), and Parenting Styles and Dimensions Questionnaire(PSDQ) were administered to 331 mothers of preschoolers aged 4-6. Results showed that (1) The scores of preschoolers' creativity personality were at medium level and significantly correlated with age and SES. (2) Maternal stress and authoritarian parenting style were significantly negative correlated with preschoolers' creativity personality. And there was a significant positive relationship between authoritative parenting style and preschoolers' creative personality. (3) Structural equation analysis showed authoritative parenting style partly mediated the relationship between maternal stress and preschoolers' creativity when SES and children's age were controlled.

The current study examined friendship selection patterns among different groups (i.e., local and immigrant) of adolescents, the link between cross-group friendships and intergroup attitudes, and the mediation role of intergroup anxiety in attitude change. 905 middle school students participated in the study. Measures of friendship (quantity and quality), intergroup attitudes (affect and cognitive) and intergroup anxiety were assessed. Results indicated that:(1) Cross-group friendships were common in school settings, while some immigrant students showed own-group preference when choosing friends; (2) Cross-group friendships were related to better intergroup attitudes, and this friendship effect was only found among immigrant students; (3) Intergroup anxiety mediated the link between cross-group friendships and intergroup attitudes.

With the development of the Internet, social networking sites become a new field of online activity and new media of social interaction. The purpose of this study was to investigate the relationship among self-presentation in social networking sites, positive feedback and friendship quality. Questionnaires were completed among 817 middle school students from Wuhan aged 10-19423 male and 366 female. We used process written by Andrew F. Hayes (2012) to test mediation effect of positive feedback on the relationship between self-presentation and friendship quality. The results indicated that:(1) positive self-presentation and honest self-presentation were significantly positively related to positive feedback and friendship quality. (2) In social networking sites, honest self-presentation not only directly positively predicted adolescents' friendship quality, but also had an indirect effect on friendship quality through positive feedback; while positive self-presentation only had an indirect effect on friendship quality through positive feedback.

Under the help of the Suzhou Municipal Women's Federation and staffs of community and street office, this research used purposive sampling in Suzhou area and selected 458 single parent families. Structural equation modeling was used to explore the relations among single parents' sex-role types, child-rearing sex-role attitude and children's social adaptation, and to identify the mediating role of child-rearing sex-role attitude. The results indicated that:(1) Most single parents are in androgynous; child-rearing sex-role attitude of single parents were in upper middle level, and social adaptation of children from single-parent families were in upper middle level. There were significant differences among children's social adaptation varied by demographic variables, and furthermore registered residence and sex-role types interacted significantly in social adaptation.(2) Undifferentiated and feminine was significantly negatively correlated with social adaptation; undifferentiated was significantly negatively correlated with child-rearing sex-role attitude; and child-rearing sex-role attitude partly played mediation effect between sex-role types and social adaptation.

Many middle school students often took place a variety of mistakes in learning objects force analysis rules. On the basis of analyzed for previously experimental material and results, the authors proposed assumption that correct and incorrect objects force analysis maps combination were more similarity and the student's cognitive processing for the incorrect objects force analysis was more depth, the learning effect might been more better. In order to examine above the hypothesis, they took place two experiments as follows:In the first experiment, three kinds of the combinations of correct and incorrect objects force analysis map were designed that were high similarity, low similarity and no similarity. 90ninth grade students were divided three groups and separately learned one kind of the combination. The results showed that the high similarity group's learning transfer scores significantly better than the low similarity group and no similarity group.In the second experiment, 180ninth grade students were divided six groups and separately were engaged in different cognitive processing for the incorrect objects force analysis map in high similarity and low similarity combinations. The results showed that the learning transfer scores of "error correction" was significantly better than"error discern".The results of two experiments showed that there were the similarity effect and cognitive processing depth effect in learning correct and incorrect worked examples combination.

The current study aimed to investigate the mediating effect of mathematics self-efficacy on the relationship between social support and learning persistence among 228 middle school students in mathematic. The results showed that:(1) Social support, especially teachers' support and friends' support significantly predicted the level of learning persistence. (2) Mathematics self-efficacy was proved to fully mediate the association between friends' support and learning persistence, and partly mediate the relationship between teachers' support and learning persistence.

Category learning is a process in which human beings classify perceptual simulations and acquire category knowledge by classification learning. 2(working memory capacity:high, low)×4(content relevance:direction, width, brightness, control) between-subject experiment were designed to explore the effects of working memory capacity and content relevance on category learning by two experiments.The results showed that:(1) Only under the condition of high capacity, focusing on the related dimensions can improve the classification performance in the rule-based category learning; (2) no matter what the working capacity is high or low, it can receive better classification performance if participants focus on the related dimensions of the information-integration category learning.

A research with a group sample of 651 sixth grade students and 21 class teachers was conducted to examine the impact of the academic achievement of students and the perceived control of teachers on the differential behavior of teachers, and to discuss the mediating effect of the perceived control of teachers, and the gender difference of this mediating effect. The result demonstrated (1) more positive behavior of teachers were reported by girls, while more negative behavior by boys; (2) when students gender and school were controlled, student's academic achievement could significantly predict dimensions teacher's differential behavior, such as opportunity and privilege, direction and control, and emotional support, and teachers' perceived control could predict dimensions such as opportunity and privilege, direction and control, negative feedback, and emotional support; (3) the mediating effect of teacher's perceived control existed between student's academic achievement and teacher's differential behavior; (4) a gender difference in the mediating effect of teacher's perceived control existed:a full mediation was found in boys and a partial mediation in girls. The possible mechanisms and implications of such mediating effect were also discussed.