The present study investigated whether lexical categories could produce lateralized categorical perception (CP) of color, and whether lateralized color CP depends on learned lexical categories or color discrimination. In an experiment, four gradual colors, such as A (green), B (green), C (blue) and D (blue) were used. These colors were equated in the number of just-noticeable differences. Participants were trained to name the four colors with four meaningless syllables, and to finish a visual search task before training, after the first and the eighth training session, respectively. After training, both the within-and between-category colors became between-category colors. The data showed that:(1) participant could discriminate the four colors by their new names after the first training session, and learned the new names of the four colors after the eighth training session; (2) in the visual search task before training, there was a lateralized color CP corresponded to the green-blue categories; (3) in the visual search task after the eighth rather than the first training session, there was a lateralized color CP corresponded to the newly learned categories. These results suggested that lexical categories can produce lateralized color CP and that lateralized color CP depends on learned lexical categories rather than color discrimination.

The current paper examined differences among children with different level of math anxiety in the processing of numerical magnitude under condition of inhibition and non-inhibition. 70 third graders, including 36 high math anxiety children (HMA) and 34 low math anxiety children (LMA), were employed and asked to accomplish symbolic numerical representation tasks and non-symbolic numerical representation tasks. The results showed that numerical distance effect was found in all participants. Compared to symbolic numerical representation tasks, the ACC of HMA children was lower than LMA children in non-symbolic numerical representation tasks, and the distance effect was larger for HMA group than for LMA group. Additionally, HMA had poorer performance in inhibition condition than LMA children. These findings suggested that math anxiety may not only affect difficult mathematical tasks, but simple numerical tasks. And the cognitive inhibition plays a regulatory role in this processing.

Mental rotation refers to the individual's spatial thinking ability involving self or the object rotation in the mind, which is characterized with plasticity. Exploring the effect of mental rotation game on preschool children's spatial ability and mathematical ability can not only enrich and replenish the correlative theoretical researches, but also offer significant reference information for educators. A two-factor mixed experimental design of 2 (test time:pretest/post-test)×2 (group:experimental group/control group) was used to investigate the effect of mental rotation game training on the spatial and mathematical abilities of children aged 5~6 years. Based on the plasticity of mental rotation and the close relationship between spatial ability and mathematical ability, an intervention program for mental rotation was designed. Thirty-six subjects were divided into experimental group and control group, and subjected to the intervention of total 24 times for 8 weeks. The results of the study show that:(1)There is a significant positive correlation between spatial ability and mathematics ability; (2) The spacial ability and mathematics ability of children aged 5~6 years are effectively improved through mental rotation game, and the training program achieves a good immediate effect.

The current study investigated the impact of maternal attachment and parenting style on attachment in children with autism spectrum disorder (ASD), and explored the mediation effects of maternal parenting style on the relationship between maternal attachment and attachment in children with ASD. The results revealed that:(1) The average score of attachment in children with ASD exceeded the theoretical median value, indicating that children with ASD could establish well attachment relationships with their mothers. Specifically, greater severity of autistic symptom was consistently associated with lower attachment security. (2) The quality of attachment in children with ASD was negatively related to maternal attachment avoidance, attachment anxiety and maternal control, and positively related to maternal care and maternal encourage autonomy. (3) Maternal care partly mediated the relationship between maternal attachment avoidance and attachment in children with ASD. Moreover, Maternal care and maternal control played fully mediated roles between maternal attachment anxiety and attachment in children with ASD.

This study, which recruited 297 8-to 12-year-olds, investigated the prediction of trustee's trait trustworthiness and facial trustworthiness towards the peer trust and its age difference. The peer trust scores for trustees were assessed by peer evaluation. The trait trustworthiness was measured by peer nomination. The facial trustworthiness was marked by the same age children who were recruited from different school, the result showed as follows. (1) Trustee's trait trustworthiness and facial trustworthiness could positively predict children's peer trust. (2) There was a significant interaction effect between trait trustworthiness and facial trustworthiness. Specifically, if trustees had higher facial trustworthiness, the trait trustworthiness would have a higher positive prediction on peer trust. (3) The prediction effect of trait trustworthiness increased with the growth of age, whereas the prediction effect of facial trustworthiness remained the same.

To explore the effects of parental autonomy support and psychological control on junior high school students' creative self-efficacy with academic emotions as mediators, Parental Autonomy Support Questionnaire, Parental Psychological Control Questionnaire, Students' Creative Self-Efficacy Scale and Adolescent Academic Emotions Questionnaire were used to measure 512 junior high school students. Results were as follows:(1) The relationship between parental autonomy support and creative self-efficacy was mediated by junior high school students' deactivating emotions (i.e. relaxation, boredom), but was not mediated by junior high school students' activating emotions (i.e. enjoyment, anxiety). (2) The indirect effects of four types of academic emotions were nonsignificant in explaining the relationship between parental psychological control and creative self-efficacy. These results show that the sufficient parental autonomy support will increase junior high school students' positive academic emotions, thus promoting their creative self-efficacy.

Although friend is an important factor affecting the academic achievement of teenagers, there is still a lack of research on the two-way influence between friends. In this study, peer nomination and self-report questionnaire were used to collect data of eighth grade teenagers at the end of two semesters, and 216 pairs of same-gender friends whose friendships were stable in one semester were obtained. Using Actor-Partner-Independence-Model, the influence effect of academic achievement between two good friends were explored, and the mediation effect of achievement goal orientation on the above mentioned influence effect as well as the gender differences were examined. The results showed that:(1) Similarities of academic achievement between two teenagers in a pair of friends were due to both selection effect and influence effect. (2) Mastery goal orientation played a mediation role in the relationship between the individual's current and subsequent academic achievements, and the academic achievement of friend could affect future academic achievement of him/herself or the other party through the mastery goal orientations of the other parth of him/herself. Male students had more mediation paths than female students. (3) For male students, performance-approach goal orientation negatively mediated an individual's current academic achievement and his subsequent academic achievement, but had a positive impact on his friend's subsequent academic achievement. These results support the statement that friendship between two individuals is one of the most important situations in the academic development of adolescents and highlight the key role of achievement goal orientation in the interaction between friends' academic achievements and the gender difference model.

Substantial literature has documented the important influence of individual psychological factors and campus factors on individuals' academic achievement. However, there exists scanty research on the mechanisms underlying the relationship between parenting practices and adolescent academic achievement. This study examined the mediating role of effortful control on the relation between harsh parenting in the context of negative parental attribution and adolescents' academic achievement by testing a moderated mediating model. With convenience sampling method, the Harsh Parenting Questionnaire, the Effortful Control Subscale of Early Adolescent Temperament Questionnaire (EATQ) and The Child-Responsible Attribution Subscale of the Parent Cognition Scale were administered to 880 junior high school students (mean age=13.57 years, SD=0.99). At the end of the semester, we obtained their grades in Chinese, Mathematics and English through their teacher in charge of every class as indicators of academic achievement. Results demonstrated that:(1) Harsh parenting was significantly and negatively associated with academic achievement; (2) Effortful control partially mediated the relationship between harsh parenting and academic achievement; (3) Parental negative attribution could moderate the mediated path via effortful control, such that this indirect effect was much stronger for adolescents with high levels of parental negative attribution relative to those with low levels of parental negative attribution. Therefore, correcting parental negative parenting behaviors and negative parental attribution patterns and improving children's effortful control will be conducive to adolescents' academic achievement.

Based on limited resource model of self-control, this study examines the effect and mechanism of childhood abuse on Internet addiction. Participants were 1162 college students. We adopt childhood abuse scale, self-control scale, gratitude scale and Internet addiction scale. The results were as follows:(1)Childhood abuse was negatively correlated with self-control and gratitude, and significantly positively related to Internet Addiction; self-control was positively correlated with gratitude and negatively correlated with Internet addiction; gratitude and Internet addiction were negatively correlated. (2)Self-control mediated the relationship between childhood abuse and Internet addiction. (3)The first half of this mediating path "childhood abuse→self-control→Internet addiction" was moderated by gratitude; compared to the individuals with high gratitude, childhood abuse had smaller impact on the self-control of individuals with low gratitude.

To investigate the mediating effect of maternal parenting stress in the relationship between aggressive behaviors of primary school students and their fathers' involvement in parenting, this study surveyed 604 pupils from grade one to six and their parents with peer nominations and questionnaires. The results of several latent variable structural equation models showed:(1) father involvement (engagement, accessibility, and responsibility) had negative predictions on children's physical aggression and relational aggression; (2) maternal parenting distress and mother-child dysfunctional interaction played partial intermediary roles between father involvement and children's relational aggression, while only mother's parenting distress played the same role between father involvement and children's physical aggression. These results suggested that more father involvement could lead to less relational aggression of children through reducing their mothers' distress on parenting and dysfunctional interactions with children, and also lead to less physical aggression of children through reducing their mothers' distress on parenting.

This study analyzed the associations between family cumulative risk (FCR) and anxiety/depression and life satisfaction, respectively. Furthermore, psychological capital was examined as a protective factor of the association between FCR and mental health. 1473 Chinese adolescents completed self-report FCR, psychological capital, anxiety/depressive symptom, and life satisfaction questionnaires. Results revealed:(1) FCR negatively predicted life satisfaction, and positively predicted anxiety/depression; (2) psychological capital positively predicted life satisfaction and negatively predicted anxiety/depression; (3) psychological capital buffered the impact of CR on anxiety/depressive symptoms in junior and senior high school students. The findings indicate that psychological capital protects adolescents exposed to CR from the exacerbation of psychopathology. Therefore, improving family environment and enhancing psychological capital play an equally important role in the development of adolescents' mental health. Furthermore, it is important to pay attention to the different roles of psychological capital in the relations between FCR and anxiety/depression, and FCR and life satisfaction.

The present study constructs a moderated mediation model to examine whether person-job fit mediated the relation between proactive personality and job satisfaction among primary school teachers,and whether this mediating process was moderated by the work-family conflict.With questionnaire survey method, 420 teachers from 8 primary schools were tested by using the proactive personality scale, the person-job matching scale, the work-family conflict scale and the job satisfaction scale. The results showed that (1) proactive personality had a significantly positive prediction for person-job matching and job satisfaction; (2) person-job matching played an intermediary role between proactive personality and job satisfaction; (3) the relationship between proactive personality and person-job matching was modulated by work-family conflict. Therefore, there was a moderated mediation model between proactive personality and job satisfaction.

This study's aim was to examine whether narrative transportation and avatar identification play the chain mediating roles in the relationship between neuroticism personality and MMORPG addiction in a sample of college students in Shanxi province. A total of 268 college students completed the questionnaires. The results indicated that:(1) Neuroticism personality positively predicted narrative transportation and MMORPG addiction. (2) Narrative transportation mediated the relationship between neuroticism personality and MMORPG addiction partially. (3) Neuroticism personality also affected MMORPG addiction through the chain mediating roles of narrative transportation and avatar identification. The results show that the high neuroticism indeed has a higher risk of Internet game addiction, and narrative transportation and avatar identification play an important role in it.

The present study examined the relation between parental marital quality and children' internalizing a problem, as well as the mediating role of parental emotion expressiveness and the moderating role of vagal activity. Totally 155 elementary school students (80 boys and 75 girls) participated in this study. Electrocardiogram (ECG) data were collected to obtain RSA during the baseline period and task period. Self-Expressiveness in the Family Questionnaire, ENRICH and CBCL were used to assess the main variables in this study. The results showed that (1) parental marital quality can predict children's internalizing problem. (2) Both parental negative and positive emotion expressiveness played mediating role in the relationship between parental marital quality and children's internalizing problem.(3) Baseline RSA moderated the mediating path of parental negative emotion expressiveness and children's internalizing problem. The present study exhibited that marital quality has both direct and indirect influence on children's internalizing problem, and vagal tone can buffer the negative effect on children.

The present study investigated whether the effect of trained lexical categories on preattentive categorical perception (CP) of color depends on learning lexical categories steadily or discriminating color instantly, and verified whether trained lexical categories can shape the perceptual mechanism of color. In an experiment, four gradual colors, including green 1 (G1), green 2 (G2), blue 1 (B1) and blue 2 (B2) were used and two groups of participants were recruited. The training group was trained to name the four colors with four meaningless syllables respectively, in six training sessions, while the discriminating group received the training in only one session. After the training, both groups completed a visual Oddball task. Training data showed that, after the training, the training group learned the new names of the four colors correctly and steadily, and the discriminating group could discriminate the four colors into four categories. ERP data showed that there was a lateralized preattentive color CP corresponding to the training for the training group, but no such effect for the discriminating group. In conclusion, the results of the present study showed that:(1) the effect of lexical categories on preattentive color CP depends on learning lexical categories steadily rather than discriminating color instantly; (2) trained lexical categories can causally produce lateralized preattentive color CP, suggesting that lexical categories can shape the perceptual mechanism of color.

Prospective memory (PM) is the ability of remembering to perform an intended action in the future. The aftereffects of prospective memory is defined as the phenomenon that the completed intention has an influence on the performance of the ongoing task. Based on the repeated prospective memory target paradigm and visual search paradigm, the current study embedded a prospective memory task in a visual search task in which multi-targets would be presented in the display. A 2(condition)×5(trial type) mixed factorial design was adopted. In the salient condition, the PM target appeared in red font against a black background screen. In the non-salient condition, PM targets were presented in a white font against background. The results show that the reaction time of original PM target in the salient and non-salient conditions was slower than the control condition during the finished-PM phase, and the PM target being in front of the OT target was slower than the PM target being behind the OT target. In addition, the percentage of commission errors was low in all conditions. The eye movement data showed that there was no significant difference between the PM target being in front of the OT target and the PM target being behind the OT target in the non-salient condition; The quantity of fixations in the salient condition were more than the control condition, and the quantity of fixations in the PM target being in front of OT target were more than the PM target being behind the OT target. In addition, both the first and total fixation durations were no significant difference across different conditions and trail types. In sum, the results suggest participants would allocate cognitive resources to suppress the original PM target during the finished-PM phase, supporting the inhibition processing.

Peer victimization refers to the experience of being a target of peers' aggressive behaviors, in the forms of physical, verbal, and relational abuse, and property infringement. The current study aimed to use latent profile analysis (LPA) to identify subgroups of victims, and to examine individual behavior factors that could distinguish these subgroups. In addition, we used latent transition analysis (LTA) to examine the stability and developmental changes of peer victimization status during the two time points. Participants were 2,015 seventh graders (T1:mean age 13.20±0.36 years old) sampled from 12 middle schools in Jinan, who were assessed again one year later. The main findings of this study were as follows:(1) LPA identified four classes of adolescents representing non-victimized class, lowly victimized class, moderately victimized class, and highly victimized class at both T1 and T2. Findings indicated there were multiple heterogeneous subgroups based on the severity of peer victimization. (2) Class differences were found on measures of aggressive behavior and social withdrawn, validating the LPA classes. High victims and moderate victims reported higher levels of aggressive behavior than the groups of low victims and non-victims. In terms of social withdrawn, all four classes differed from each other. Students in highly victimized class reported more social withdrawn behaviors than the other three classes. (3) Latent transition analyses (LTA) revealed moderate to high level of stabilities of victimization status over time. In addition, transitions across different class were also evident. The highly victimized class was more likely to transit into the moderately victimized class, while the moderate victims were more likely to transit into the low victims. In addition, aggressive behavior can promote the mutual transformation between the lowly and moderately victimized classes. This study enhanced our understanding of the complex patterns of peer victimization and lent theoretical supports to prevention and intervention programs on adolescent peer victimization.

A three-year longitudinal study (from 2014 to 2016) was conducted to understand the development characteristics of middle school students' engagement and the associations between students' engagement and their perceived peer victimization in China. 294 participates completed all questionnaires, 142 (48.3%) were girls and 152 (51.7%) were boys. Hierarchical Linear Modeling (HLM) results showed that:(1) Middle school students' behavioral engagement significantly declined from the 7th to the 9th grades (mostly in the engagement of school activities); emotional engagement and cognitive engagement significantly increased over time; (2) In the first year of middle school, verbal victimization negatively predicted student's behavioral and emotional engagement; relational victimization negatively predicted to student's behavioral, emotional and cognitive engagement. In addition, physical victimization negatively predicted the developmental change of behavioral engagement across three years, which means that a student's behavioral engagement would decrease faster when he/she had higher level of physical victimization.

The present study examined the retationship between parent-child attachment and meaning in life, as well as the mediating role of peer attachment and time perspective. 283 high school students were recruited in the study to complete relevant questionnaires. The results showed:(1) Time perspective, meaning in life, parent-child attachment and peer attachment were significantly related with each other positively;(2) Peer attachment and time perspective had multiple mediation effect between parent-child attachment and meaning in life. The findings indicated that parent-child attachment had not only a direct influence on meaning in life, but also an indirect effect on meaning in life through peer attachment and time perspective. In summary, this study uncovered the mechanism underlying the relationship between parent-child attachment and meaning in life,which further contribute to understanding and implication for life education of high school students.

The present study examined whether self-esteem mediated the relationship between online social behavior and online altruistic behavior, and whether this mediating process was moderated by public self-consciousness. A total of 416 college students (mean age=20.12, SD=1.64) from three universities in Hubei province and Hunan province completed anonymous questionnaires, which included College Students' Online Social Scale, Rosenberg Self-esteem Scale, Public Self-Consciousness Scale and Online Altruistic Behavior Scale. The results showed that:(1)Online social behavior positively predicted to online altruistic behavior; (2) Self-esteem played a partial mediating role in the association of online social behavior and online altruistic behaviors; (3) The effect of self-esteem on online altruistic behaviors was moderated by public self-consciousness, with the effect being stronger for students with a high level of public self-consciousness. Limitations and implications for future research are discussed.

An experimental group-control group before and after test design was used among 232 college students to exam the improvement effect of positive psychology teaching on its students' knowledge, attitudes, emotions and values under bi-factor-interaction-oriented teaching model. Repeated ANOVA and mediation test were adopted to analysis data. Results showed that (1) bi-factor-interaction-oriented teaching model could significantly improve knowledge about positive psychology. (2) College students' general well-being and values were markedly improved through the bi-factor-interaction-oriented teaching reform. Life satisfaction of them was maintained. (3) Life satisfaction played partial mediating effect between values and general well-being under the bi-factor-interaction-oriented teaching model. In conclusion, double objects of positive psychology (discipline education and affect cultivation) could be achieved by adopting bi-factor-interaction-oriented teaching model.

Character dictation is an important ability in the process of individual literacy development, and morphological awareness is a vital cognitive factor that affects the ability of dictation. In order to explore whether the reciprocal prediction relationship between morphological awareness and character dictation changes over time, students in grade 1 and grade 5 were tested by morphological awareness (including homophone awareness and homograph awareness) and dictation in a two-wave study. Controlling for IQ, age, and phonological awareness, the results showed that:(1) T1 homophone awareness and T1 homograph awareness predicted significantly T2 character dictation in grade 1 (explaining 7% and 8% variance respectively), but T1 morphological awareness did not predict significantly T2 character dictation in grade 5; (2) T1 character dictation predicted significantly T2 homophone awareness and T2 homograph awareness in grade 5 (explaining 5% and 6% variance respectively), but T1 character dictation did not predict significantly T2 morphological awareness in grade 1. The results investigated that the bi-directional prediction relationship between morphological awareness and character dictation did not exist in grade 1 and grade 5 for Chinese children, and the relationship would change over time.

Based on ego depletion theory and gender role attitudes, this study investigated the relationship between relative deprivation and online flaming and its inner mechanism. A sample of 894 college students who had experience in Internet use was recruited. Data was collected from self-report. Results showed that:(1) Relative deprivation positively predicted online flaming in college students. (2) Ego depletion partially mediated this association. (3) This mediating effect and direct effect were moderated by gender, in that it was stronger for male students than for female students on both direct and indirect effect. Our findings provide further evidence of the formation mechanism for online flaming, which have potential applied value for prevention and intervention programs.

This study aimed to investigate the influence of social ostracism on undergraduate students' online deviant behaviors, as well as its inner mechanism-the mediating role of social control and the moderating role of moral identity. A sample of 769 undergraduate students was recruited to complete the questionnaires, and the results showed that:(1) Social ostracism was positively correlated with online deviant behaviors, while negatively correlated with self-control and moral identity; both self-control and moral identity were negatively correlated with online deviant behaviors. (2) Self-control could significantly mediate the positive association between social ostracism and online deviant behaviors. (3) Moral identity could moderate the direct effect of social ostracism on online deviant behaviors and the mediating effect of self-control, specifically both these two effects were more significant for individuals with lower moral identity. This not only deepens our understanding on influencing factors of online deviant behaviors and its underlying mechanism, but also has important practical values for the prevention and intervention of undergraduate students' online deviant behaviors.

To explore the psychological mechanism of cyberbullying in adolescents, the present study constructed a moderated mediation model based on General Stress Theory and Emotional Regulation Model. Seven hundreds and twenty-four junior high school students from a middle school in Wuhan, China, were investigated to examine this hypothetical model. They were asked to complete cyberbullying scale, social anxiety scale and emotional regulation scale. The results showed that:(1) Cybervictimization was positively correlated with social anxiety and cyberbullying, social anxiety was positively correlated with cyberbullying, cognitive reappraisal was negatively correlated with social anxiety, and expression inhibition was positively correlated with cyberbullying; (2) Cybervictimization was not only directly predicted cyberbullying, but also indirectly predicted cyberbullying through social anxiety; (3) The mediation effects of social anxiety was moderated by emotional regulation strategies. Especially, the mediation effect is stronger for individuals with low cognitive reappraisal or high expression inhibition. The results not only explain how the vicious circle of cyberbullying occurs and under what conditions the effect is greater, but also provide an important evidence for reducing the occurrence of cyberbullying.

The present study explored the influence of teacher-student attachment,peer attachment on the junior high school orphan students' mental health,and the parallel mediating effects of self-stigma and resilience. 520 junior high school orphan students participated in this investigation. Results indicated that:(1) Both teacher-student attachment and peer attachment significantly and positively predicted junior high school orphan students' mental health directly, but teacher-student attachment played a greater and more important role. (2) Self-stigma and resilience were the parallel mediating variables of attachment in predicting mental health of junior high school orphan students. The negative mediating effect of self-stigma was greater than the positive mediating effect of resilience. (3) The effect of teacher-student attachment on mental health of junior high school orphan students was totally mediated by self-stigma and resilience. In contrast, the effect of peer attachment on mental health of junior high school orphan students was partially mediated by self-stigma and resilience. The results provided theoretical and practical evidences for the mental health education of orphans in welfare centralized support schools in China.

This study aimed to explore the effect of family socioeconomic status on adolescent problem behaviors and its underlying mechanism. Based on the bioecological theory, we used the family socioeconomic status assessment, the short-Egma Minnen av Bardndosnauppforstran, the belief in a just world scale and the strengths and difficulties questionnaire survey 1337 adolescents (grades 7-12) in 13 middle schools in the country's three major regions. The results indicated that:(1) There were significant correlations among family socioeconomic status, parental emotional warmth, belief in a just word and problem behaviors, and family socioeconomic status could significantly negatively predict problem behaviors; (2) Parental emotional warmth and belief in a just word played significant mediating roles between family socioeconomic status and problem behaviors. Specifically, there were three paths that family socioeconomic status to influence problem behaviors:one was the mediating role of parental emotional warmth; the second was the mediating role of belief in a just word; the third was the chain-mediated role of both parental emotional warmth and belief in a just word. This study enriches the research results in the field of problem behaviors and provides a theoretical basis for the prevention and intervention of adolescent problem behaviors.

In the current study, 362 elderly people were recruited to investigate the relationship between parent-child support and elders' depression through questionnaires, and to explore the mediating role of security and the moderating role of emotional expression. The results showed that:(1) Parent-child support significantly negatively predicted elders' depression; (2) Sense of security partially mediated the relationship between parent-child support and elders' depression; (3) Emotional expression moderated the relationship between parent-child support and elders' sense of security. In particular, elders with low emotional expression ability were more susceptible to parent-child support than elders with high emotional expression ability. The findings of the current study indicated that elevating the level of elders' sense of security and emotional expression contributes to alleviating depression in old age and maintaining elders' mental health.

The present study used numerical matching task and relative size matching task, both of which include high surface similarity condition, low surface similarity condition and crossmapping condition, to investigate the influence of surface similarity on children and adults' understanding of relational similarity. In experiment 1, 37 children were tested at three points in a one-year longitudinal study. The results revealed that children's relational understanding improved from age four to age five. Surface similarity influenced 4-year-olds' numerical relational understanding and relative size understanding of 4-year-olds and 5-year-olds. In experiment 2, 44 adults completed the same two matching tasks on computer. The results showed that surface similarity influenced adults' relational understanding.

Based on the theory of general aggression model (GAM), the study examined the priming effect of violent cartoon on aggressive cognition among kindergartners. A total of N=400 (50% girls) 5-6-year-old kindergartners were randomly selected to participate in the experimental analysis, with 200 kindergartners assigned to the violent cartoon group and the other 200 kindergartners assigned to the nonviolent cartoon group. A modified semantic classification task and ANONVA were employed to measure the levels of aggressive cognition. The results revealed that: (1) Kindergartners in violent cartoon group display higher aggressive cognition than those in nonviolent cartoon group. (2) Boys who watched a violent cartoon exhibit higher aggressive cognition than those who watched a nonviolent cartoon, whereas girls exhibit no significant group differences between violent cartoon and neutral cartoon groups. (3) Kindergartners with high trait-aggressiveness who watched a violent cartoon demonstrate higher aggressive cognition than those who watched a nonviolent cartoon, whereas kindergartners with moderate trait-aggressiveness and low trait-aggressiveness demonstrate no significant group differences. (4) No significant group differences were found in aggressive cognition between 5-year-old and 6-year-old kindergartners after watching a violent cartoon. These findings suggested that sex and trait-aggressiveness are important personal variables which moderate levels of aggressive cognition among 5-6-year-old kindergartners under the context of a violent cartoon.

This study used cognitive Stroop task to explore the inhibitory control process in deaf children. Behavioral results showed that: (1) both subjects showed that conflict effect with the correct rate of congruent conditions was significantly higher than incongruent conditions, and reaction time was significantly faster than the incongruent conditions; (2) The results between groups showed that the correct rate of deaf children was significantly lower than that of the hearing controls, and there was no significant difference in response time. EEG results showed that: (1) The negative activation of N450 under inconsistent conditions was significantly higher than that under consistent conditions, and deaf children induced more negative N450 waves than hearing controls; (2) The positive activation of the inconsistent conditions on SP was significantly higher than that of the consistent conditions, and there was no significant difference in SP components between deaf children and hearing controls. The results suggested that the conflict monitoring function of deaf children in the process of cognitive inhibition control was impaired, which was caused by the impaired attention allocation ability in the process of conflict monitoring.

The watching eyes effect describes the phenomenon that showing images of watching eyes can change individual's behaviors. Previous studies have indicated that individuals with strong trait public self-awareness show more altruistic behavior under conditions of watching eyes. This research aims to study the effect of state public self-consciousness and eye cues on altruistic behavior combing with the dictator game task,while the participants' level of state public self-consciousness are motivated by connecting words to form sentences. The results show that both the state public self-consciousness and eye cues can significantly predict altruistic behavior. Furthermore, initiating the state public self-consciousness under eye cues can promote altruistic behavior. Therefore,the research draws the conclusion that the interaction between the state public self-consciousness and eye cues can effect individuals' altruistic behavior.

Decision confidence is the subjective evaluation of the correctness of one's own decision-making, and a metacognitive experience of the decision-making process. Decision confidence calibration refers to the association between subjective confidence level and objective decision accuracy, which can be indexed by the correlation coefficient between the confidence level and decision accuracy or the area under receiver operating characteristic curve (Aroc) in Type II signal detection theory. Previous studies have found that prompted decision confidence rating can increase metacognitive monitoring effect on current or subsequent decisions, but it is not clear whether this effect depends on the level of individual decision confidence calibration. This study explored how the decision confidence calibration level (Aroc) would affect the effect of metacognitive monitoring, by setting two conditions: with and without confidence rating after perceptual decision. The results showed that: 1) Compared to decisions without confidence rating, decisions with confidence rating have significantly longer response time and higher accuracy (p<0.005). 2) Aroc value was positively correlation with the increased accuracy (accuracy of decisions with confidence rating minus accuracy of decisions without confidence rating) (r=0.25, p=0.034), and the increased accuracy in the high Aroc group was significantly higher than that in the low Aroc group (p<0.05). These results suggested that prompted confidence rating could enhance the metacognitive monitoring effect, i.e. increase the decision response time and improve the decision accuracy. And, this effect depend on the level of decision confidence calibration, individual with higher decision confidence calibration level showing better monitoring effect.

Previous study has found that character/appearance self-evaluation is closely related to explicit self-esteem and this effect is moderated by gender, while whether implicit character /appearance self-concept is related to implicit self-esteem and gender difference effect is not clear. In this study, the MFT-IAT and IAT were used to measure the participants' implicit character/appearance self-concept and implicit self-esteem. The results are as follows: The predictive effect of implicit character /appearance self-concept on implicit self-esteem was moderated by gender. For men, the closer the implicit positive character was bound with self-concept, the higher the level of implicit self-esteem would be had;For women, the closer the implicit positive appearance was bound with self-concept, the higher the level of implicit self-esteem would be had.

To explore the relationship of proactive personality career, decision-making self-efficacy, employment pressure and career maturity, 713 college students in this study completed questionnaires that measure proactive personality, career maturity, career decision-making self-efficacy and employment pressure. The results indicated that: (1) career decision-making self-efficacy played partial mediating effect between proactive personality and career maturity. Proactive personality not only promoted career maturity, but also promoted career maturity indirectly by career decision-making self-efficacy; (2) The mediating effect of career decision-making self-efficacy was moderated by employment pressure. Employment pressure moderated the relationship between career decision-making self-efficacy and career maturity.

According to the Simple View of Reading (e.g., Gough & Tunmer, 1986), linguistic comprehension and decoding are fundamental to reading comprehension. Many relevant studies have focused on alphabetical writing systems, yet few studies have analyzed non-alphabetical languages, such as Chinese. The present study used two samples to explore the developing roles of decoding and vocabulary (two factors of SVR) with Chinese language. The decoding, vocabulary, and reading comprehension abilities of 666 Chinese children were measured in kindergarten, grade 1, grade 2, grade 3 and grade 5 (aged from 5.6 to 9.3 years). The results of the regression showed that decoding and vocabulary accounted for 32% to 76% of the variance for reading comprehension across grades, and the unique contribution of decoding decreased over the grades while that of vocabulary increased. Implications and future research directions relating to the influence of decoding and vocabulary on reading development are discussed. According to that decoding is of great importance for reading comprehension at the beginning of school. Therefore, in the early grades, decoding instructions are of great importance. However, since vocabulary plays a more important role in later grades, our teaching shouldn't always emphasize on character learning and ignore vocabulary. Thus, it is essential to teach children how to increase their vocabulary (e.g., selecting reading materials with new words from different levels of difficulties).

Teacher support is an important indicator of teacher-student relationship. It is jointly constructed by teachers and students. Previous research mostly focused on teachers and individual students or teachers and classes as a whole, but ways individual students and groups interact with teachers interactively were less considered. The current study was characterized in the academic achievement, prosocial behavior, and aggressive behavior of individuals and their peer groups and examined their impact on teacher support. The results showed that: (1) In terms of individuals, individual's academic achievement positively predicted the increase of follow-up teacher support. (2) Only in high academic achievement groups, an increase in individual achievement predicted an increase in teacher support. (3) Girls in low prosocial groups received less teacher support than boys, while girls in high prosocial groups received more teacher support than boys.

The aim of our meta-analysis was to investigate the relationships between parenting styles (positive and negative parenting style) and preschool-age children's anxiety. Through filtrating literature, 26 studies and 136 independent effect sizes together with 13565 volunteers conformed to the standard of the meta-analysis. To deal with the interdependency of effect sizes, we constructed a three-level meta-analytic model for the two type of parenting styles. The results showed that positive parenting style was negatively associated with preschool-age children's anxiety. However, there was a significant positive relationship between negative parenting style and preschool-age children's anxiety. In addition, the relationship between positive parenting style and preschool-age children's anxiety was moderated by father's education level and children's quality of life, while it was not influenced by preschool-age children's gender, mother's education level and measurement tools of anxiety. Finally, our result suggested that the measurement tools of anxiety moderated the relationship between negative parenting style and preschool-age children's anxiety. In short, these results suggested that parenting styles were correlated with preschool-age children's anxiety. It also emphasized that future research should focus on that the father's education level, the quality of life and the measurement tools of anxiety played important roles in the relationships between parenting styles and preschool-age children's anxiety.

This study constructed a mediated moderation model in which presence of meaning moderated the relationship between online positive feedback and subjective well-Being, and this moderation effect was mediated by loneliness. Participants were 461 WeChat users, and they completed the Positive Feedback Questionnaire, Presence of meaning scale, UCLA Loneliness Scale, and Index of Well-Being scale. The results indicated that: (1)The frequency of likes individuals received on their WeChat moments was positively associated with their subjective well-being; (2)Presence of meaning moderated the effect of positive feedback on subjective well-being; (3) Loneliness mediated this moderation effect.

The present study explored the underlying mechanism between parental neglect and suicidal ideation among adolescents. 845 eight-grade students from eight full-time middle schools in seven provinces in China completed anonymous questionnaires regarding parental neglect, self-esteem, child hope and suicidal ideation. The results indicated that: (1) Parental neglect, self-esteem, hope and suicidal ideation were significantly associated with each other. In addition, parental neglect positively predicted individuals' suicidal ideation; (2) Self-esteem and hope mediated the link between parental neglect and suicidal ideation. Specifically, self-esteem and hope not only parallelly but also sequentially mediated the link between parental neglect and suicidal ideation. In summary, the present study uncovered the mechanisms underling the relation between parental neglect and adolescent suicidal ideation, which had certain practical significance for preventing and intervening suicidal behavior among adolescents.