Executive Functions, which were rapidly developed at early age, refer to a set of cognitive abilities involved in the control and coordination of information in the service of goal-directed activities. By using a newly developed Executive Function Task Battery, 210 3-6-year-old Chinese children (6 groups, each 6-month interval) were asked to finish the tasks, which test the developmental changes of the subcomponents of Executive Function (Working Memory, Inhibitory Control and Cognitive Flexibility).The results showed that the EF ability were rapidly improved during the development, especially in Inhibitory Control and Cognitive Flexibility of 4-year-old preschoolers; but the EF ability was increased out of step, which Inhibitory Control came first and Working Memory came last. The positive moderate correlations were found between the subcomponents. In conclusion, EF ability improved significantly during the early age, but was not inconformity. We suggest the selection of age on children' EF ability study can be accurate to 6 months.

Using event related potentials, the present study adopted subliminal affective priming paradigm to explore the improvement effect of subliminal security priming on the attentional processing of infant facial expressions within insecurely attached females. In support of our hypothesis, behavioral results indicated that with subliminal security priming, anxiously and avoidantly attached females performed better in observing crying infant faces in terms of lower rating of sadness level and longer fixation time. ERP results showed that subliminal security priming resulted in greater N1 and P3 amplitudes, as well as a more optimal P2 latency to crying infant faces than subliminal neutral priming in anxiously and avoidantly attached females. These results suggest that the subliminal security priming significantly improved the attention processing defect in insecure attachment, especially for attenuating the defensive response of avoidantly attached females. Moreover, the improvement effect of subliminal security priming not only exhibited in the early attention processing but also extended to the later controlled attention processing.

Based on self-determination theory, the present study investigated the relationships between adolescents' perceived parental autonomy support and future planning, and the chained mediating effect of basic psychological need and personal growth initiative in the relationship. 526 middle school students of four schools (2 junior high schools and 2 high schools) were recruited in the study to complete the Parental Autonomy Support Scale, Basic Psychological Need Scale, Personal Growth Initiative Scale (PGIS) and Future Planning Scale. The results indicated that:(1) parental autonomy support can only positively predict adolescents' future planning for education, but not for occupation; (2) basic psychological needs and personal growth initiative play a role of chained mediating in the prediction of parental autonomy support for adolescents' future planning; (3) after bringing the mediating effect of psychological needs and personal growth initiative into the relationship, parental autonomy support has significant negative residual effects on adolescents' future occupation planning, but that on future education planning is not significant. This suggests that the impact of parental autonomy support on the future planning of adolescents may be bad.

Neutral video games and prosocial video games were used to explore the effect of competitive video game context on player's cooperative tendency and aggressive tendency,which were measured respectively by one-shot version of a two-person give-some dilemma and hot sauce paradigm. Results show that:(1) Compared to the solo context, the competitive context can significantly reduce the player's cooperative tendency in playing neutral video game or prosocial video game:(2) Compared to the solo context, the competitive context can significantly increase the player's aggressive tendency in playing neutral video game. However, in the dimension of prosocial video game, the competitive context had no effect on player's aggressive tendency. These results suggest that the video game context is one of important factors that affect the player's behavioral tendency, and the competitive context has a negative effect on the player's behavior tendency in the non-violent video game. But to a certain extent the prosocial video game can inhibit the negative effect of competitive context.

Based on dual filial piety model and cognitive-behavioural model of pathological Internet use, this study examines the effect of dual filial piety belief on Internet addiction and tests the mediating effect of maladaptive cognition. Participants are 1152 college students. We adopt dual filial piety scale, maladaptive cognition scale and Internet addiction scale. The results are as follows. (1) Reciprocal filial piety is negatively correlated with maladaptive cognition and Internet addiction, respectively; authoritarian filial piety is positively correlated with maladaptive cognition and Internet addiction; maladaptive cognition and Internet addiction are positively correlated. (2) Maladaptive cognition mediates the relationship between filial piety belief and Internet addcition. Specifically, reciprocal filial piety negatively affects maladaptive cognition, authoritarian filial piety positively affects maladaptive cognition and maladaptive cognition positively affects Internet addiction. Our results indicate that filial piety belief, rooted in traditional Chinese culture, affects Internet addiction through the mediating effect of maladaptive cognition. Reciprocal filial piety and authoritarian filial piety reversely affects maladaptive cognition and Internet addiction.

Previous studies have highlighted the impact of mathematic engagement on math achievement. Among many factors affecting students' mathematic engagement, the role of mindset has been recognized by researchers over the past few years, but little is known about the mediating mechanisms underlying this relation. The current study aimed to investigate the relationship between mindset and engagement in math, and to explore the mediating effect of academic self-efficacy and negative academic emotions. By using the relevant questionnaires, fixed mindset, academic self-efficacy, negative academic emotions (shame and boredom) and mathematic engagement of 1064 high school students were measured. The results revealed that the negative association between fixed mindset and mathematic engagement was mediated by academic self-efficacy and boredom. These findings contribute to complement and extend the understanding of factors affecting students' engagement in math.

This longitudinal study examined whether oral vocabulary knowledge would mediate the association between morphological awareness and reading ability (reading accuracy, reading fluency, and reading comprehension) using a three-year cross-lagged design with a sample of 149 Chinese children. The present results showed that (1) Obvious increases with time were observed in morphological awareness, oral vocabulary knowledge, and reading ability. (2) Morphological awareness at T1 made significant indirect contributions to reading ability at T3 via oral vocabulary knowledge at T2 beyond the auto-regression and the effects of reading-related skills. The results revealed significant indirect effects of morphological awareness on reading ability via oral vocabulary knowledge.

The aim of this study is to examine whether values can influence school engagement of senior high school students by influencing their future goals and motivation internalization in the context of China. Using convenient sampling, 1022 high school students from 7 schools in six cities were selected as participants. Each participant was asked to fill out values scale, future goals scale, learning motivation scale, school engagement scale. The results showed that:(1) Beyond-the-self-oriented values and improve-the-self-oriented values were linked to more school engagement, and this link was mediated by intrinsic future goals and by more internalized learning motivation, while materialism was linked to less school engagement, and this link was mediated by extrinsic future goals and by more externalized learning motivation; (2) Considering the role of values on future goals, the influence of future goals on learning motivation became insignificant, while it was still significant on school engagement; (3) Not considering the role of values on future goals, intrinsic future goals were linked directly to more school engagement, and this link was mediated by more internalized learning motivation, while extrinsic future goals were linked directly to fewer school engagement, and this link was mediated by more externalized learning motivation. The results of this study revealed that values had greater influence on academic development than future goals did, and the results implicated that career education should pay more attention to values education.

The present study constructs a moderated mediation model to examine whether self-control mediated the relation between psychological capital and academic achievement among junior high school students, and whether this mediating process was moderated by gratitude.With questionnaire survey method, 1208 junior high school students completed questionnaire. The research tools include measures of psychological capital,academic achievement, self-control and gratitude. The results indicated that:(1) Psychological capital can not only directly affect the junior high school students' academic achievement, but also can indirectly influence academic achievement through self-control.That is,self-control plays a mediating role in the relation between psychological capital and academic achievement. (2) Gratitude moderated the mediated path through self-control, and this indirect effect is much stronger among junior high school students with high gratitude than those with lower gratitude.These findings have important theoretical and reference value to increase junior high school students' academic achievement.

Genetic (G) and environmental factors (E) play a critical role in the development of child behavioral problems. How G and E interact with each other is a hot topic in the field of child development. The present study aimed to explore how 5-HTTLPR polymorphism and maternal parenting stress interact with each other when impacting on child behavioral problems in China. 355 children and their parents participated in this study at the child age of 6 months. At 6 months old, maternal parenting stress, buccal cells from children, and demographic data were collected. 5-HTTLPR polymorphism was determined by polymerase chain reaction amplification. At 48 months old, the mother and father were invited again to report child behavioral problems, respectively. The results showed:(1) maternal parenting stress was positively linked with externalizing problems of boys with s/s and s/l genotypes, but not for boys with l/l genotype. This interaction was consisted with diathesis-stress model, indicating that the s/s and s/l genotypes were risk factors for boys to suffer from high parenting stress to have more externalizing problems; (2) maternal parenting stress was positively associated with internalizing problems of l/l-genotype girls, but not for s/s-and s/l-genotype girls. This interaction fit with diathesis-stress model, which indicated that the l/l genotype was a risk factor for girls to suffer from high parenting stress to have more internalizing problems.

Objective:To explore possible patterns of bullying victimization among adolescents in China. Methods:By cluster sampling, Delaware Bullying Victimization Scale-Student(DBVS-S)、Patient Health Questionnaire-9(PHQ-9) and Generalized Anxiety Disorder Scale-7(CAD-7)were administered to 3761 secondary school adolescents in Hunan Province.Latent profile analysis (LPA) was conducted on victimization by verbal, physical,social and cyber bullying. Results:(1) There are high degree of co-occurrence among four subtype of bullying victimization.Four latent classes were identified, including an all-type(traditional and cyber) bullying victimization class(1.5%),a traditional victimization class(3.9%),a mild traditional victimization class(14.9%),a non-victimization class(79.6%).(2) Males、junior high students、rural students and poor students were more likely to be all types of victims.(3) There was a graded relationship between the four latent classes and level of depression as well as anxiety.

Although maternal depression has been found a negative impact on children's development in many studies, the mechanism of maternal depression effect has not clear yet. At the present study, we focus on parenting stress, which has been proved exerting an important effect on children's development. In this study, we investigate the problem behaviors of 2222 Beijing preschoolers from 75 kindergartens aged 3 to 5, and depression of their mothers, parenting stress of both mothers and fathers. Structural equation modeling was used to test the mediating role of parenting stress. Results showed (1) Maternal depression can predict the internal and external problem behaviors. (2) Maternal not only directly, but also indirectly predicts the internal problem behaviors of preschooler through two paths, which are maternal parenting stress and maternal parenting stress——paternal stress. (3) Maternal depression also indirectly predicts the external problem behaviors of preschooler through two paths, which are maternal parenting stress and maternal parenting stress——paternal stress, but no direct effect has been found. Parenting stress mediates the effect of maternal depression on preschoolers' internal and external problem behaviors.

A sample of 549 adolescents was investigated with questionnaires to examine the effect of online parent-adolescent communication on depression, and explore the mediating effect of online social capital as well as the moderating effect of age. Results revealed that:(1) After controlling for age, gender and offline parent-adolescent communication, online parent-adolescent communication significantly negatively predicted adolescents' depression. (2) online social capital fully mediated the relationship between online parent-adolescent communication and adolescents' depression. (3) the mediating effect of online social capital was positively moderated by age. Compared to early adolescents, the mediating effect was more profound in middle adolescents. These findings contribute to a comprehensive interpretation of the effect of online parent-adolescent communication on adolescents' depression and its mechanism.

The present study investigated the relationship between fear of negative evaluation and social anxiety, proposed a moderated mediation model, and examined the mediation effect of intolerance of uncertainty and the moderation effect of interdependent self-construal.With random sampling method, 424 college students completed questionnaire measures of fear of negative evaluation, intolerance of uncertainty, interdependent self-construal and social anxiety disorder. The results indicated that:(1) The fear of negative evaluation has a positive effect on social anxiety. (2) The positive association between fear of negative evaluation and social anxiety was mediated by intolerance of uncertainty. (3) The mediation effect of intolerance of uncertainty was moderated by interdependent self-construal. The indirect effect was stronger for adolescents with high interdependent self-construal than for those with low interdependent self-construal. Thus,both mediation and moderation effects exist in the association between fear of negative evaluation and social anxiety disorder.

As the most prominent part in the face, eyes are usually considered as one of the most important information source. Former studies have shown that people's attention tends to shift to certain locations by others' eyes gazing. The gaze-cuing effect (GCE) is that when the eyes in the central face are gazing at the same direction of the targets which would be presented at periphery could accelerate the detection of the targets.
The present study investigated the impact of different emotional faces which are displayed unconsciously on the gaze-cuing effect. A happy, neutral, or fearful cue face with its eyes gazing at left side or right side was presented unconsciously in the center of the computer screen, followed by a capital letter F as target at the gazed (cued) location or the opposite location (uncued) randomly. Participants were asked to accomplish several location judging tasks, which were that subjects should make localization responses to the capital letter F that was appeared randomly on the left side or the right side of the screen as accurately and quickly as they can. Using pseudorandom method to balance the sequence effect and control the Simon Effect by ruling the response keys. Results are (1) RTs were significantly longer and accuracies was significantly smaller in the un-cued condition than the cued condition. (2) In the cued condition, RTs were significantly shorter in the fearful face condition than those in the happy and neutral faces condition. On the contrary, in the un-cued condition, RTs of fearful face condition were significantly longer than those in the happy and neutral faces condition. Results above showed that the gaze-cuing effect (GCE) was significant and was modulated by the emotional faces (happy, neutral, or fearful) presented in the center of the screen before when the cues were presented subliminally. In the cued condition, fearful emotion could accelerate the shifting of attention and lead to the faster detection of targets. However, in the un-cued condition, this way of acceleration could make people shift their attention to the opposite side so that decelerating the detection process of the targets displayed. Take the difference between valid conditions and invalid conditions in the reaction times (gaze cue effect size) as the independent variable, the analysis of result showed that the gaze-cueing effect size in the fearful face condition was larger than the happy and neutral face, while the difference between happy and neutral emotion was not significant.
All the results above indicated that emotional stimulus which are displayed subliminally could get rid of the suppression of the Top-Down attention mechanism, motivating people's primary biological reaction. The gaze-cuing effect (GCE) can be modulated by emotional faces with biological importance that were presented unconsciously. The subliminally presented gazing cue was processed automatically and resulted in attention bias, especially the fearful face cue.

The present study adopted the classical R/K paradigm to explore the impact of fluency of heterogeneity context in the coding phase and the retrieval phase on recognition via two experiments. Experiment 1 was 2 (fluency of heterogeneous context:high fluency context and low fluency context)×2 (test word type:target word and distraction word) mixed factorial design to explore how fluency of different heterogeneous contexts affect recognition in the coding phase, while in Experiment 2, the heterogeneous context occurred in the retrieval phase. The results showed that the fluency of heterogeneous context affected the K response only in the retrieval phase. Meanwhile, the K response rate of the target words was higher in the high fluency context than that in the low fluency context, while the K response rate of the distractor words was higher than that in the low fluency context. Therefore, these results suggested that the fluency of heterogeneous context in retrieval phase only affects familiarity recognition, which supports the dual-process theories.

To investigate the developmental trajectory of the just-world belief during adolescence, as well as its predictors, a sample of 518 senior one students from three senior high schools in Henan province, China, were recruited for this longitudinal study. They were asked to complete a battery of self-report measures of belief in a just world, friendship quality, and online social support. The results indicated that:(1) all participants endorsed the general BJW more strongly than the personal BJW. (2) It was shown that the general belief in a just world decreased slightly during three-time measurement, but the personal belief in a just world maintained on the same level across three time points. (3) Friendship quality and online social support were not only able to explain the individual differences in the development of adolescents' personal BJW, but also the general BJW.

Empathy, as the link of interpersonal emotional connections, is not only an important predictor of moral development, also predict pro-social behavior and moral behavior. And empathy is the core of social relationships, which acts as the foundation of social life. Researchers have found that culture, gender and social situation are the important factors affecting empathy. And more and more researchers examine how early parenting quality and mother-child interaction experience influence on children's empathy, though most of which only had relatively short time-interval and only focused on preschool children. In addition, the notion whether child's developmental outcomes will depend on mother's investment time has been debated for long time in developmental scientists. Therefore, the first aim of the present study was to examine how early maternal mind-mindedness and mother's time affect child empathy-emotion/cognitive/behavior outcomes; The second aim focused on whether mother's time moderate relationship between maternal mind-mindedness in early years and child empathy.
A total of 68 families and their children were involved in this study. We collected data of maternal mind-mindedness at the age of 9 months and 14 months. Mother's total time and engaged time was surveyed at the same age by questionnaires. Families were invited to our laboratory when child was 5 years old. The stranger injury situation observation was addressed to test children's empathy. The findings are as follow:(1) Early maternal mind-mindedness (9 and 14 months) was predictor of children's empathy. Specifically, mother's appropriate interpretation of children's mental states was positively correlated with children's empathy behavior; mother's non-attuned interpretation of children's mental states was positively correlated with children's empathy cognition. However, maternal mind-mindedness in infancy (9 and 14 months) could not impact children's empathy emotion in this study. (2) Early mother's total time was predictor of children's empathy emotion, however, there is no relationship between early mother's engaged time and children's empathy. (3) Early mother's total time did moderate the relationship between maternal mind-mindedness and child empathy. Specifically, for child whose mother spent less time with him/her, mother's appropriate interpretation of children's mental states was positively associated with children's empathy emotion; for children whose mother spent more time with him/her, mother's appropriate interpretation of children's mental states was positively associated with children's empathy cognition. In addition, compared to children whose mother spent less time with, children whose mother spent more time with had better empathy cognitive performance.

This study constructed a moderated mediation model and a serial mediation model to examine the effect of maternal extraversion and parenting styles, peer relationships on adolescent extraversion.The 864 junior high school students and their mothers from the three middle schools in Changde completed questionnaire measures of maternal and adolescent extraversion, positive parenting styles and peer relationships. The results indicated that:(1) Mediation analysis revealed that maternal extraversion could affect adolescent extraversion through the mediation of mother's positive parenting styles and peer relationships. The mediation effect contained three paths, the separate mediation effect of mother's positive parenting styles and peer relationships, and the serial mediation effect of mother's positive parenting styles and peer relationships; (2) The mediating effects of mother's positive parenting styles in the association between maternal extraversion and adolescent extraversion was moderated by peer relationships. The indirect effects were stronger for individuals with a high level of peer relationships. In the process of individual development, peer relationships may play multiple roles.

This study explored how father coparenting behavior influenced peer attachment in families with adolescents, based on family systems theory, ecological model of coparenting and internal working model in attachment theory. A total of 3045 adolescents were tested using the father subscale of Adolescence Revision of Coparenting Scale, father and peer items of The Inventory of Parent and Peer Attachment, the neuroticism dimension from Five-Factor Personality Questionnaire for Midd1e School Student.Results suggested that:(1) Father-child attachment played a mediating role between father coparenting behavior (only for family integrity and disparagement) and peer attachment. (2) adolescents' neuroticism moderated the relationship between father-child attachment and peer attachment. And the relationship between father-child attachment and peer attachment became weaker as neuroticism increased. The current study not only supports ecological model of coparenting, but also provides new perspective for practice in father coparenting.

In this study, we recruited 544 college students who participated in online course to explore the relationship between internet teacher-student interaction and online learning performance, and the mediating effect of the internet learning self-efficacy and internet learning motivation. The results show that:(1) The relationship between each pair of internet teacher-student interaction, internet learning self-efficacy, internet learning motivation and online learning performance were all significantly positive; (2) The internet teacher-student interaction not only had a direct effect on online learning performance, but also had an indirectly effect on online learning performance through two ways:through internet learning self-efficacy and through the chain mediating effect of the internet learning self-efficacy and the internet learning motivation. This study helps to understand the mechanism of internet teacher-student interaction on the online learning performance, and provide advice on the development of online education.

Adopting ClassMaps Survey, Academic Stress Questionnaire of Middle School Students and Core Self-Evaluation Scale, 697 7^th to 9^th grade students in four middle schools of Beijing were tested to explore the mediating role of core self-evaluation on the relationship between class environment and academic stress as well as its gender differences. The results showed that:(1) There were no significant gender differences in general class environment and core self-evaluation. Girl's academic autonomy was significantly higher than that of boy's, while boy's academic stress was significantly higher than that of girl's; (2) The teacher-student relationship and class behavior self-regulation significantly predicted the students' academic stress and together explained 12% variability of the dependent variable; (3) The core self-evaluation fully mediated the effect of class environment on academic stress in both gender groups; (4) The mediation effect of core self-evaluation in girls was significant higher than that in boys. The mediation effect of core self-evaluation between class environment and academic stress and the moderation effect of gender were discussed at last.

This study aims to investigate the performance of processing the semantic consistent and inconsistent combination of lexical and grammatical aspects in 7~10 years old Mandarin children with specific language impairments through self-paced reading paradigm. The subjects were divided into three groups:specific language impairment children, typically developing age-matched children and typically developing language ability-matched younger children. Results of the experiment suggest that children aged 7~10 years with specific language impairment processing faster when lexical aspect is consistent with grammatical aspect than inconsistent situations, just like language ability-matched children. The performance of both groups of children is consistent with the vocabulary hypothesis. However, typically developing age-matched children processing faster than the other groups, which means lexical aspect no longer affected grammatical aspect processing in them. In conclusion, lexical aspect still has influence on grammatical aspect processing in children aged 7~10 years old with specific language impairment, which means these children are in the early stages of the development of grammatical capacity.

To explore the mechanism of the relationship between parent-adolescent relationship and risk-taking behavior of adolescents, with a sample of 1275 7^th~12^th graders (mean age=14.96 years, SD=1.79) as participants. The participants completed the Network of Relationships, Peer Group Character Questionnaire and Adolescent Risk-Taking Behavior Questionnaire. It showed that (1) Parental support was significantly and negatively related to parent-adolescent conflict, deviant peer affiliation and adolescents risk-taking behavior; parent-adolescent conflict was significantly and positively related to deviant peer affiliation and adolescents risk-taking behavior; deviant peer affiliation was significantly and positively linked with adolescents risk-taking behavior; (2)Parental support was negatively correlated with risk-taking behavior; parent-adolescent conflict was positively correlated with risk-taking behavior; and deviant peer affiliation mediated the relationship between parent-adolescent relationship and adolescent risk-taking behavior. (3) Deviant peer affiliation played a mediating role on the effect of parent-child conflict on adolescent risk-taking behavior, and the second half of the mediation process was moderated by gender. Specifically, compared with girls, boys with delinquent peers would participate in more risk-taking behaviors. It suggests that negative parent-adolescent relationship and deviant peer affiliation are key predictors of risk-taking behavior and that deviant peer affiliation plays an important mediating role in the association of negative parent-adolescent relationship with adolescent risk-taking behavior. In addition, there are gender differences in this process. When teenagers have more parent-adolescent conflict, we should pay more attention to the peer relationships among male adolescents.

To explore emotional conditions of self-punishment function of self-injury among adolescents, two sub-studies were finished by using experimental or questionnaire method. Two experiments were included in study 1. Behavioral experiments was conducted in experiment 1 which included 60 adolescents and experiment 2 which included 87 adolescents. In the second study, 723 adolescents were investigated with adolescent self-injury behavior questionnaire, middle school students' shame scale and middle school students' guilt scale. The results of behavioral experiments showed that both guilt and shame could effectively induce self-injured behavior in adolescents, while self-injured behavior could effectively alleviate the sense of guilt and shame in adolescents. The results of questionnaire survey showed that self-injured adolescents had a significant negative correlation with guilt and a significant positive correlation with shame. Therefore, the emotional condition to maintain the self-punishment function of self-injured behavior is shame, not guilt.

Based on the life-span theory of control, 320 elderly people aged 60 to 95 in Hangzhou were selected by convenient sampling, this study aimed to investigate the status quo and characteristics of control strategies of the elderly by questionnaire, and to explore the relationship between optimism, perceived social support and subjective well-being, and the mediating effect of control strategies on resources and subjective well-being after controlling age, health condition and the amount of daily activities. The results showed that:The young-old men and women preferred selective primary strategy and compensatory primary strategy, while the old-old women preferred compensatory primary strategy; Optimism and perceived social support can not only influenced subjective well-being directly, but also influenced subjective well-being indirectly by selective primary strategy. This study found that primary control among the elderly still had the prime status. The elderly who had more resources to be more likely to adopt a positive control strategy (selective primary control) to improve their subjective well-being and achieve successful aging.

Perspective-taking is the ability of individuals to represent the world that other people see or the world they see. Individuals always automatically activate their own perspectives when judging the perspectives of others. But when individuals take their own perspectives, they do not always automatically activate the perspectives of others. Research shows that when taking one's own perspectives, adults and children can automatically perform level-1 visual perspective-taking, while the level-2 visual perspective-taking is not automatic. In addition, adults can automatically perform spatial perspective-taking. Future studies need to continue to explore the influencing factors of the automaticity of level-1 visual perspective-taking, whether experimental settings and individual factors will affect the automaticity of level-2 visual perspective-taking, the developmental trajectory and the influencing factors of spatial perspective-taking, whether the automaticity of perspective-taking is related to the strategies used by subjects when completing the tasks, and the developmental mechanism and the brain mechanism of the automaticity of perspective-taking.

Individuals need to bind the core facts of personal experience and the context information such as time and space to form episodic memory. Therefore, the process of binding is the basis for the development of episodic memory. Binding is a coding process for the relationship between simultaneous stimuli. At present, children's episodic memory binding process is mainly studied through element binding paradigm and paired-associate learning paadigm. The development of binding in childhood is as follows:item-space binding is better than item-time binding, and complex task binding is poor. The development of children's episodic memory binding process relies on the development of coding and retrieving capabilities, the enhancement of cognitive flexibility, and the development of MTL and PFC. In the future research, we can expand longitudinal research,use VR technology to improve ecological validity,and deepen the discussion of the neural mechanism of binding process.

As a social learner, even 3-year-old children can evaluate the credibility of informants with a variety of attributes. However, previous studies showed inconsistent results about the role of informant's previous accuracy on children's selective trust. In this article, we reviewed studies which children select and assess information based on informants' previous accuracy with "familiarization-test" paradigms. It was found children believed that previous accurate informant were more trustworthy than previous inaccurate one. When making trust choices, children mainly monitored informant's inaccuracy, and apply "global impression" and "trait reasoning" these two cognitive strategies flexibly to predict informant's future behavior. Moreover, children could make a dynamically adjustment according to the different situations and backgrounds. In the meanwhile, children's personal experience and the level of their cognitive development (i.e., theory of mind and executive function) limited their trust preference choices. Future studies might improve the research paradigm, extend the way of presentation, focus on the multiple characteristics and different ontological categories of informants.

Metaphor is pervasive in everyday life,not just in language,but also in thoughts and actions (Lakoff and Johnson,1980,1999). Our ordinary conceptual system,in terms of which we think and act,is fundamentally metaphorical in nature. Thus,metaphors are not simply a rhetorical or communicative tool,but an important way to represent concepts. Spatial metaphors are a type of image schema metaphor that map spatial concepts in the source domain (e.g. up-down,front-back,center-periphery,etc.) onto abstract target domains (Lakens,Semin,& Foroni,2011; Lakoff & Turner,1989; Schubert,2005). Recently,spatial metaphors have received particular attention in the field of social cognition,because of its critical role in the formation of human moral concepts.
In the past,researchers paid more attention to the psychological reality of moral concept metaphors,and the influence of spatial position on the processing the (im)moral words. The current study focused on the influence of moral metaphors on the judgment of spatial relationships. We examine two issues:first,whether moral concept spatial metaphors exist in psychological reality; second,whether moral metaphors cause a bias in spatial relationship judgments.
The present study utilized a visuospatial relation judgments paradigm,namely the Bar-Dot task (Hellige & Michimata,1989; Katie & Itiel,2011). In this paradigm,participants were asked to estimate the position of a dot relative to a bar in three dimensions:above/below judgment (Experiment 1),near/far judgment (Experiment 2),and precise distance estimation (Experiment 3). The above/below judgment task requires participants to estimate whether a dot is above or below the bar. The accuracy and reaction time of estimation were recorded to provide a coarse spatial judgment. The near/far judgment task requires participants to judge whether the dot is within or outside of a specific distance (such as 3.5cm) of the bar and the number of far and near distance judgments was recorded. Relative to the above/below judgment task,the near/far judgment task includes judging a more refined spatial relationship. The precise distance estimation requires participants to accurately estimate the distance of a dot from the bar,and the estimated distance was recorded. Relative to the near/far judgment task that provides a qualitative estimate of cognitive bias (i.e.,whether near/far),the precise distance estimation task can provide a quantitative measure of cognitive biases (i.e.,how near/far).
The results showed that:(1) In the verticality (above/below) judgment,moral words were responded to faster than immoral words when the words were presented above the bar; in contrast,when the words were presented below the bar,immoral words were responded to faster; (2) in the proximity (near/far) judgment,more moral than immoral words were judged to be "far" (an upward bias) when words were presented above the bar; but when the words were presented below the bar, no significant bias was found for moral or immoral words; (3) in precise distance estimation,an overestimation was observed when participants were primed with moral words and an underestimation was observed when participants were primed with immoral words. The current results demonstrated that vertical spatial metaphor of moral concepts influences various dimensions of our spatial relation judgments. The Study extend research on moral metaphor and embodied cognition by using Chinese traditional moral concepts and the classical spatial relation judgment task.

Prosocial performance refers to a broad category of actions that benefit other people or the society. The mechanisms underlying prosocial performance is a hot topic. Compared with other factors that affect prosocial performance, prosocial outcomes relatively received less attention. This research explored the effects of the recipient's outcomes (prosocial gains vs. prosocial non-losses) and age on prosocial performance. The results revealed that, (1) for adults, prosocial non-losses induced more prosocial performance than prosocial gains; (2) for Grade six children, the prosocial willingness to help others avoid negative outcomes was stronger; (3) Grade two children were more willing to help others gain positive outcomes. These results suggest that the recipient's outcomes produced an effect on prosocial performance, and only adults and old children exhibit prosocial loss aversion.

Social responsibility is a relatively stable quality referring to assuming social responsibility or helping others. For undergraduate students, social responsibility was considered to be the effective indicator of a series of positive psychology and behaviors. In this study, 852 college students from 6 universities in China were investigated to examine the mediating effect of interpersonal trust and the moderating role of gender between belief in a just world and social responsibility. The results showed:(1) The belief in a just world was significantly positively related to the sense of social responsibility; (2) The relationship between belief in a just world and social responsibility was mediated by interpersonal trust. However, the mediating effect of interpersonal trust is mainly found among male undergraduate students, but not among female undergraduate students. This meant that the belief in a just world belief could predict male undergraduate students' sense of social responsibility, and interpersonal trust was the intermediary bridge between the relationship.

The present study conducted a cross-temporal meta-analysis of 88 papers using Achievement Motivation Scale (AMS) to investigate the changes of Chinese college students' achievement motivation level (N=40801) from 1999 to 2014. Results showed that:(1) The motivation of success was not associated with year, and the motivation of avoiding failure increased significantly over time. However, the total score of achievement motivation among college students decreased significantly over time. It is suggested that the level of achievement motivation of Chinese college students decreased significantly over the past 16 years. (2) The total score of achievement motivation (both male and female college students) decreased significantly over time, whereas scores of other factors (the motivation of success and the motivation of avoiding failure) had no significant changes over time. In addition, there was no significant gender difference in the level of achievement motivation.

A questionnaire survey was conducted on 471 undergraduates from three universities in Henan Province to investigate the effects of mobile phone addiction on cognitive failure, the mediating role of sleep quality, and the moderating role of neuroticism and extraversion in the direct and indirect relationship between mobile phone addiction and cognitive failure. The results indicated that:(1) Mobile phone addiction can not only directly predict college students' cognitive failure, but also indirectly predict cognitive failure through the sleep quality. (2) Neuroticism plays moderator role in the direct effect and the second half of mediating effects. High neuroticism in direct pathways can increase the impact of mobile phone addiction on cognitive failure. In the mediation path, sleep quality has a greater impact on cognitive failure at low levels of neuroticism. (3) Extraversion plays a moderator role in the latter half of the mediating effect. High extraversion will reduce the impact of sleep quality on cognitive failure.

This study aimed to explore the psychological mechanism and boundary conditions of nostalgia affecting pro-social behavior. Through two studies, a questionnaire survey of study 1 was conducted among 500 college students and 127 college students in study 2 were recruited to manipulate nostalgia (vs.non-nostalgia). The results of the two studies were consistent:(1) in the process of nostalgia influencing pro-social behavior, meaning in life served a mediating role; (2) the psychological needs satisfaction played a moderating role between nostalgia and pro-social behavior. This study further enriches the literature on nostalgia and pro-social behavior and have important practical significance for the psychological counseling field.

The moving window paradigm was used to explore the aging patterns of perceptual span of three types of sentences——1-character-word sentence(consisted entirely by single-character word), 2-character-word sentence(consisted entirely by two-character word) and mixed sentences(the average word length was 1.5 characters). The results were as follows:(1) The perceptual span of older adults in Chinese reading was extended from fixated character to two characters to its right on all kinds of sentences; (2) The younger adults' perceptual span was extended from one character to left and three characters to right in all conditions, which was larger than older adults'. This study revealed that aging would result in Chinese readers' perceptual span being smaller and more asymmetric, and the word length of sentence did not modulate the aging pattern of perceptual span in Chinese.

According to the characteristics of communication context, the study created language communication, language communication of shared object, language communication of shared object and expression. It used the communication paradigm to explore the influence of communicative context on learners' language selective attention in the learning process. The results showed that:(1) The overall level of language selective attention was the highest under the condition of language communication; the overall level of selective attention in different contexts increased with the time course of communication. (2) The directivity level under the condition of language communication was the highest; the shared object and expression condition was the lowest, but the concentration level was the highest. Generally speaking, the levels of directivity and concentration relatively steadily increased with the learning process, but the concentration levels of learning stage 1 were significantly higher than that of intermediate learning stage under the condition of language communication and the condition of shared object. The results suggested that:while the communicative context was different, the effects of different non-language factors on the cognitive processing of language were different. The process of cognitive coordination of both sides of communication was influenced by both language and non-language factors. In short, non-language factors reduced the overall and directional levels of language selective attention, but expression factor improved the level of concentration.

Instructional design is a teaching plan which guarantees teaching efficiency and progressing. To improve learning performance, cognitive load theory implies that there are two broads of sources that need to be considered when designing instruction:intrinsic and extraneous cognitive loads. However, less research has focused on learner's emotion or feeling during the learning process. As an optimal experience, flow could make learner immersed on learning materials, meanwhile enjoy learning activity and would like to engage in learning activity again. So the current research manipulates both intrinsic and extraneous cognitive load by the type of English vocabulary (compound word and non-compound word), the manner in which the material was presented (text only or text combined with picture) to see whether the instruction design is effective on flow experience and learning performance. The results showed that intrinsic cognitive load had a main effect both in learning performance and flow experience among all participants, while extraneous cognitive load had a main effect in learning performance and a slightly main effect in flow experience only when participants had lower expertise of English. Besides, there was an interaction between two dependent variables in learning performance in lower expertise group. The results indicated that intrinsic cognitive load had a persistent effect on flow experience and learning performance. Beyond that, whether the presenting-mode of materials is effective also depends on the amount of intrinsic cognitive load.