Table of Content

15 March 2019, Volume 35 Issue 2

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The Impact of Subliminal Emotional Faces on the Gaze-cueing Effect

LIU Xiping, WANG Beini, TANG Weihai

Psychological Development and Education. 2019, 35(2):  129-137.  doi:10.16187/j.cnki.issn1001-4918.2019.02.01

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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 Influence of the Fluency of Heterogeneous Context on Recognition in the Phase of Coding and Retrieval

YU Yurong, ZHANG Wanlu, XING Qiang

Psychological Development and Education. 2019, 35(2):  138-145.  doi:10.16187/j.cnki.issn1001-4918.2019.02.02

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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.

A Multilevel Analysis of The Developmental Trajectory of Belief in a Just World in Adolescence and Its Predictors

TIAN Yuan, SONG Youzhi, ZHOU Zongkui, HUANG Chun, ZHAO Yiqian

Psychological Development and Education. 2019, 35(2):  146-156.  doi:10.16187/j.cnki.issn1001-4918.2019.02.03

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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.

The Influence of Early Maternal Mind-mindedness on 5-year-old Children's Empathy: The Moderating Effect of Mother's Total Time

ZHANG Qing, LIU Tingting, LIU Siman, WANG Zhengyan

Psychological Development and Education. 2019, 35(2):  157-166.  doi:10.16187/j.cnki.issn1001-4918.2019.02.04

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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.

The Relationship between Maternal Extraversion and Adolescent Extraversion: Mediating and Moderating Model

PENG Shun, WANG Xia, ZHANG Hongpo, HU Xiangen

Psychological Development and Education. 2019, 35(2):  167-175.  doi:10.16187/j.cnki.issn1001-4918.2019.02.05

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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.

The Association between Father Coparenting Behavior and Adolescents' Peer Attachment: The Mediating Role of Father-child Attachment and the Moderating Role of Adolescents' Neuroticism

HUANG Binbin, ZOU Shengqi, WU Xinchun, LIU Chang

Psychological Development and Education. 2019, 35(2):  176-183.  doi:10.16187/j.cnki.issn1001-4918.2019.02.06

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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.

The Relationship between Internet Teacher-student Interaction and Online learning Performance: The Mediating Effect of Internet Learning Self-efficacy and Internet Learning Motivation

DUAN Zhaohui, HONG Jianzhong

Psychological Development and Education. 2019, 35(2):  184-191.  doi:10.16187/j.cnki.issn1001-4918.2019.02.07

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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.

The Mediation Effect of Core Self-evaluation between Class Environment and Academic Stress among Middle School Students——The Moderation Effect of Gender

LI Beilei, GAO Ting, DENG Linyuan, CHEN Juejun, NI Hong

Psychological Development and Education. 2019, 35(2):  192-202.  doi:10.16187/j.cnki.issn1001-4918.2019.02.08

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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.

The Acquisition of Aspect in School-age Mandarin-specific Language Impairment Children: Evidence from Processing the Combination of Lexical and Grammatical Aspects

YU Jiayu, WANG Qinqin, LIANG Dandan

Psychological Development and Education. 2019, 35(2):  203-209.  doi:10.16187/j.cnki.issn1001-4918.2019.02.09

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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.

The Associations of Parent-adolescent Relationship with Adolescent Risk-taking Behavior: A Moderated Mediating Model

LIU Lingling, TIAN Lumei, GUO Junjie

Psychological Development and Education. 2019, 35(2):  210-218.  doi:10.16187/j.cnki.issn1001-4918.2019.02.10

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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.

The Self-Punishment Function of Adolescents' Self-injury: From Guilt or Shame?

WANG Yulong, CHEN Huiling, Qin Yalan, LIN Xiuyun

Psychological Development and Education. 2019, 35(2):  219-226.  doi:10.16187/j.cnki.issn1001-4918.2019.02.11

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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.

The Relationship between Optimism, Perceived Social Support and Subjective Well-being of The Elderly: The Mediating Role of Control Strategies

NIU Yubai, HAO Zesheng, WANG Renzhen, HONG Fang

Psychological Development and Education. 2019, 35(2):  227-235.  doi:10.16187/j.cnki.issn1001-4918.2019.02.12

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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.

The Automaticity of Perspective-taking

ZUO Tingting, HU Qingfen

Psychological Development and Education. 2019, 35(2):  236-245.  doi:10.16187/j.cnki.issn1001-4918.2019.02.13

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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.

Binding Process in Children's Episodic Memory: Research Paradigm, Development Characteristics and Influencing Factors

JIANG Yingjie, JIN Xuelian, LONG Yiting

Psychological Development and Education. 2019, 35(2):  246-253.  doi:10.16187/j.cnki.issn1001-4918.2019.02.14

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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.