Table of Content

15 January 2014, Volume 30 Issue 1

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Relationship between the Magnitude Representation of Whole Numbers and Fractions for 3 to 6 Graders

ZHANG Li, LU Cai-fang, YANG Xin-rong

Psychological Development and Education. 2014, 30(1):  1-8. 

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

Exuberance and Self-Control as Predictors of Social Adjustment 5 Years Later：The Moderating Role of Parenting

SUN Ling, LIANG Zong-bao, CHEN Hui-chang, CHEN Xin-yin

Psychological Development and Education. 2014, 30(1):  9-15,23. 

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

A Cross-Lagged Analysis of the Relation between Unsociability, Peer Rejection and Peer Victimization

YUAN Chun-yong, SHAO Ai-hui, LIANG Li-chan, BIAN Yu-fang

Psychological Development and Education. 2014, 30(1):  16-23. 

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

Effects of Aging on False Memory within DRM Paradigm：A Study Based on Fuzzy-Trace Theory

HUANG Yi-fan, WANG Da-hua, XIAO Hong-rui, JIANG Wei

Psychological Development and Education. 2014, 30(1):  24-30. 

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

The Effect of Coping and Social Support on the Relationship between Perceived Discrimination and Identity Integration among Chinese Migrant Children

NI Shi-guang, LI Hong

Psychological Development and Education. 2014, 30(1):  31-38. 

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

The Effect of Three Different Reading Styles on the 2-3 year-old Children’s Attention to Print when Reading Picture Books：Evidence from the Eye Movement Data

LIU Ni-na, WANG Jing, HAN Ying-hong, XU Zhen-ping

Psychological Development and Education. 2014, 30(1):  39-45. 

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

The Development of Various Orthographic Skills and Their Roles in Learning to Read in English among Chinese Elementary School Students

CHENG Yao, YANG Zhen, HUANG Xiu-mei, TAO Sha

Psychological Development and Education. 2014, 30(1):  46-54. 

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

Comparison of the Learning Process and Selective Attention between Referential Communicators

ZHANG Heng-chao

Psychological Development and Education. 2014, 30(1):  55-60,74. 

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

The Effect of Trauma Expose on Post-traumatic Stress Disorder after the Wenchuan Earthquake：The Role of Resilience as a Moderator

DAI Yan, LEI Ming, ZHOU Xiao, YAO Mei, JIANG Lin-jie, CHEN Xi, LIU Yao

Psychological Development and Education. 2014, 30(1):  61-67. 

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

Social Support Mediate the Associations Between Gratitude and Post-traumatic Growth in Middle School Students at 3.5 Years After Wenchuan Earthquake

ZHOU Xiao, AN Yuan-yuan, WU Xin-chun, CHEN He-qiong, LONG Chao-min

Psychological Development and Education. 2014, 30(1):  68-74. 

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

The Relationship between PTSD and PTG：Evidence From Longitudinal Study of Teachers Survived in Wenchuan Earthquake

CHEN Jie-ling, WU Xin-chun, Zeng Pan-pan, ZHOU Xiao, XIONG Guo-yu

Psychological Development and Education. 2014, 30(1):  75-81. 

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

The Influencing Factors of PTSD and PTG Among Teachers after Wenchuan Earthquake：Perspectives from Before, During and After Disaster

HOU Zhi-jin, ZHOU Xiao, CHEN Jie-ling, ZHU Li, NI Jing, CHEN Shu-fang

Psychological Development and Education. 2014, 30(1):  82-89. 

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

The Effect of Children’s Basic Need Satisfaction on Their Internet Use and Affect Experienced Online：A Longitudinal Study

LIU Ru-de, SHEN Cai-xia, XU Le, GAO Qin

Psychological Development and Education. 2014, 30(1):  90-95,104. 

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

The Effect Mechanism of Sensation Seeking on Reform School Students’ Pathological Internet Use

YE Bao-juan, Liu Jian-ping, YANG Qiang

Psychological Development and Education. 2014, 30(1):  96-104. 

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

Distinguishing Reactive Aggression from Proactive Aggression

ZHOU Guang-dong, FUNG Annis Lai-chu

Psychological Development and Education. 2014, 30(1):  105-111. 

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