Table of Content

15 March 2016, Volume 32 Issue 2

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Preschool Children's Approximate Number System Acuity and Symbolic Number Abilities

NIU Yubai, SHI Ranran, CAO Xiancai

Psychological Development and Education. 2016, 32(2):  129-138.  doi:10.16187/j.cnki.issn1001-4918.2016.02.01

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

Does Neural Responses to Categorization Depend on Cognitive Style: An Evidence from fMRI Study

MA Junpeng, YE Zhuoer, LIN Yi, GAO Hongwei, HUANG Ping, LIN Huiyan, XU Huan, YANG Nan, JIN Hua

Psychological Development and Education. 2016, 32(2):  139-148.  doi:10.16187/j.cnki.issn1001-4918.2016.02.02

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

The Effect of the Focality of Processing and Ongoing Task Load on Prospective Memory for Undergraduates with Different Cognitive Styles

WANG Li, LI Shouxin, ZHANG Qian

Psychological Development and Education. 2016, 32(2):  149-157.  doi:10.16187/j.cnki.issn1001-4918.2016.02.03

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

The Vertical Spatial Metaphor of Moral Concepts: Psychological Reality and Bidirectional Mapping

JIA Ning, JIANG Gaofang

Psychological Development and Education. 2016, 32(2):  158-165.  doi:10.16187/j.cnki.issn1001-4918.2016.02.04

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

The Impact of Paternal Attitudes about the Role of Father on Father Involvement: A Mediated Moderation Model

ZOU Shengqi, WU Xinchun, LIU Chang

Psychological Development and Education. 2016, 32(2):  166-174.  doi:10.16187/j.cnki.issn1001-4918.2016.02.05

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

Effects of Teacher-student Relationships on Students' Creativity: A Moderated Mediation Model

SHI Baoguo, WANG Lijing, XU Li, LIU Xia

Psychological Development and Education. 2016, 32(2):  175-182.  doi:10.16187/j.cnki.issn1001-4918.2016.02.06

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

The Effect of Directed Forgetting on The Monitor's Monitoring Pronunciation Task under The Cooperative Learning Situation

TONG Yuguang, LIU Chang, SONG Yaowu

Psychological Development and Education. 2016, 32(2):  183-190.  doi:10.16187/j.cnki.issn1001-4918.2016.02.07

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

The Effect of Animation's Presentation Speed and Learner's Prior Knowledge on Multimedia Learning

QIAN Yingying, WANG Fuxing, DUAN Zhaohui, ZHOU Zongkui

Psychological Development and Education. 2016, 32(2):  191-197.  doi:10.16187/j.cnki.issn1001-4918.2016.02.08

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

The Testing Effect in the Process of the Second Foreign Language Vocabulary Learning of College Students

LI Yongfen, TANG Dandan, CAO Bihua, LIANG Xiuling, LI Hong

Psychological Development and Education. 2016, 32(2):  198-204.  doi:10.16187/j.cnki.issn1001-4918.2016.02.09

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

Effect of Course Burden on Students' School Life Satisfaction: Multilevel Moderating Effect of School Atmosphere

WANG Yue, ZHAO Lijuan, XU Zhixing

Psychological Development and Education. 2016, 32(2):  205-213.  doi:10.16187/j.cnki.issn1001-4918.2016.02.10

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

The Association of Parents Emotion Dysregulation with Oppositional Defiant Symptoms of Migrant Children: The Role of Parents Conflict Tactics and Children Emotion Regulation

LI Yanbin, HOU Xiangning, LIN Xiuyun, WANG Zhonghui, FANG Xiaoyi, LI Junhong

Psychological Development and Education. 2016, 32(2):  214-225.  doi:10.16187/j.cnki.issn1001-4918.2016.02.11

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

The Relationships among Parent-child Attachment, Peer Attachment and Negative Affect in Adolescents: A Moderated Mediation Model

WANG Yingqian, ZOU Hong, HOU Ke, WANG Mingzhu, TANG Yulong, PAN Bin

Psychological Development and Education. 2016, 32(2):  226-235.  doi:10.16187/j.cnki.issn1001-4918.2016.02.12

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

The Mediational Roles of Perceived threat, Anger, and Hostile Attribution Bias between State Narcissism and Aggression

YANG Chenchen, LI Caina, WANG Zhenhong, BIAN Yufang

Psychological Development and Education. 2016, 32(2):  236-245.  doi:10.16187/j.cnki.issn1001-4918.2016.02.13

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

The Influence of Parental Divorce on Children and Adolescents' Mental Development: The Important Role of Inter-Parental Conflict

DENG Lin-yuan, ZHAO Xinyu, FANG Xiaoyi

Psychological Development and Education. 2016, 32(2):  246-256.  doi:10.16187/j.cnki.issn1001-4918.2016.02.14

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