Table of Content

15 March 2020, Volume 36 Issue 2

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The Effect of Trained Lexical Categories on Preattentive Categorical Perception of Color: An ERP Study

ZHONG Weifang, RU Taotao, MO Lei

Psychological Development and Education. 2020, 36(2):  129-137.  doi:10.16187/j.cnki.issn1001-4918.2020.02.01

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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.

The Underlying Processing Mechanism of the Aftereffects on Prospective Memory: Evidence from Eye Movements

XIN Cong, ZHANG Manman, GUO Yingxiu, GUO Yunfei, CHEN Youzhen

Psychological Development and Education. 2020, 36(2):  138-145.  doi:10.16187/j.cnki.issn1001-4918.2020.02.02

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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 During Early Adolescence: Person Centered Analysis

YANG Xiaoxia, CHEN Liang, CAO Yanmiao, BI Xinwen, CHEN Guanghui, ZHANG Wenxin

Psychological Development and Education. 2020, 36(2):  146-156.  doi:10.16187/j.cnki.issn1001-4918.2020.02.03

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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.

Development Trajectories of Student Engagement among Middle School Students: Associations with Peer Victimization

ZHENG Qiao, GENG Lina, LUO Fang, LI Lingyan

Psychological Development and Education. 2020, 36(2):  157-167.  doi:10.16187/j.cnki.issn1001-4918.2020.02.04

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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.

Meaning in Life and Parent-child Attachment of High School Students: The Mediation of Peer Attachment and Time Perspective

MA Qianzhi, ZHANG Zhijie

Psychological Development and Education. 2020, 36(2):  168-174.  doi:10.16187/j.cnki.issn1001-4918.2020.02.05

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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.

Online Social Behavior and Online Altruistic Behavior: The Role of Self-esteem and Public Self-consciousness

DING Zien, LIU Qinxue

Psychological Development and Education. 2020, 36(2):  175-183.  doi:10.16187/j.cnki.issn1001-4918.2020.02.06

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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.

Empirical Study on College Students' Bi-factor-interaction-oriented Teaching Model in Positive Psychology

LI Xiaoxi, YANG Lizhu

Psychological Development and Education. 2020, 36(2):  184-192.  doi:10.16187/j.cnki.issn1001-4918.2020.02.07

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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.

Reciprocal Relationship between Morphological Awareness and Character Dictation——A Longitudinal Study

ZHANG Chao, DING Yuan, LI Liping, CHEN Qingping, WU Xinchun

Psychological Development and Education. 2020, 36(2):  193-199.  doi:10.16187/j.cnki.issn1001-4918.2020.02.08

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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.

Relative Deprivation and College Students' Online Flaming: Mediating Effect of Ego Depletion and Gender Difference

DING Qian, ZHANG Yongxin, ZHOU Zongkui

Psychological Development and Education. 2020, 36(2):  200-207.  doi:10.16187/j.cnki.issn1001-4918.2020.02.09

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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.

The Influence of Social Ostracism on Online Deviant Behaviors: The Mediating Role of Self-control and the Moderating Role of Moral Identity

WANG Chen, CHEN Gang, LIU Yuening, NIU Gengfeng, YIN Huamin

Psychological Development and Education. 2020, 36(2):  208-215.  doi:10.16187/j.cnki.issn1001-4918.2020.02.10

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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.

The Relationship between Adolescent Cybervictimization and Cyberbullying: A Moderated Mediated Model

WANG Qianqian, FAN Cuiying, CHU Xiaowei

Psychological Development and Education. 2020, 36(2):  216-227.  doi:10.16187/j.cnki.issn1001-4918.2020.02.11

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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 Parallel Mediating Role of Self-stigma and Resilience in the Relationship Between Attachment and Mental Health of Junior High School Orphan Students

WANG Jiangyang, LI Angyang, NIE Jiaxin

Psychological Development and Education. 2020, 36(2):  228-239.  doi:10.16187/j.cnki.issn1001-4918.2020.02.12

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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.

The Effect of Family Socioeconomic Status on Adolescents' Problem Behaviors: The Chain Mediating Role of Parental Emotional Warmth and Belief in a Just World

LIU Guangzeng, ZHANG Dajun, ZHU Zhengguang, LI Jiajia, CHEN Xu

Psychological Development and Education. 2020, 36(2):  240-248.  doi:10.16187/j.cnki.issn1001-4918.2020.02.13

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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.

Parent-child Support and Elders' Depression: Roles of Sense of Security and Emotional Expression

ZHOU Wei, HONG Zijing, HU Rongrong, ZHU Tingting, LIU Shen, ZHANG Lin

Psychological Development and Education. 2020, 36(2):  249-256.  doi:10.16187/j.cnki.issn1001-4918.2020.02.14

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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.