Table of Content

15 May 2020, Volume 36 Issue 3

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The Influence of Surface Similarity on the Understanding of Relational Similarity

HAN Congcong, CHEN Yinghe, YU Xiao, DENG Zhijun, LIU Jing, HOU Jiangwen, LIN Yanyan

Psychological Development and Education. 2020, 36(3):  257-264.  doi:10.16187/j.cnki.issn1001-4918.2020.03.01

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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.

Priming Effect of Violent Cartoon on Aggressive Cognition in 5-6-year-old Kindergartners

QIAN Zhang

Psychological Development and Education. 2020, 36(3):  265-274.  doi:10.16187/j.cnki.issn1001-4918.2020.03.00

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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.

An ERP Study on Cognitive Inhibition Control of Deaf Children

CHEN Qiong, ZHAO Junfeng, GU Huang, XING Xiaoli, LI Xiaoming

Psychological Development and Education. 2020, 36(3):  275-282.  doi:10.16187/j.cnki.issn1001-4918.2020.03.03

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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 Effect of Public Self-consciousness on Altruistic Behavior under Eye Cues

SUN Conghui, ZHAO Chunli, WANG Shenglong

Psychological Development and Education. 2020, 36(3):  283-288.  doi:10.16187/j.cnki.issn1001-4918.2020.03.04

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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.

The Effect of Decision Confidence Calibration Level on Metacognitive Monitoring

LEI Wei, LIU Kezhi, LIANG Xuemei, CHEN Jing

Psychological Development and Education. 2020, 36(3):  289-295.  doi:10.16187/j.cnki.issn1001-4918.2020.03.05

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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.

Implicit Character and Appearance Self-concept Predict Implicit Self-esteem: the Moderating Role of Gender

ZHAO Xu, PENG Maoying, YANG Juan

Psychological Development and Education. 2020, 36(3):  296-303.  doi:10.16187/j.cnki.issn1001-4918.2020.03.06

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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.

The Relationship between Proactive Personality and College Students' Career Maturity: A Moderated Mediation Model

YE Baojuan, SUN Yuan, GAO Liang, XIA Fei, YANG Qiang

Psychological Development and Education. 2020, 36(3):  304-310.  doi:10.16187/j.cnki.issn1001-4918.2020.03.07

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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.

The Importance of Decoding Skills and Vocabulary to Reading Comprehension in Chinese Reading Development

YAN Mengge, LI Hong, LI Yixun, ZHOU Xuelian, HUI Yi, CHENG Yahua, WU Xinchun

Psychological Development and Education. 2020, 36(3):  311-317.  doi:10.16187/j.cnki.issn1001-4918.2020.03.08

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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).

How Adolescents' Academic and Behavioral Characteristics Influence teacher support: Evidence from Individuals and Peer Groups

ZHANG Yunyun, LIU Sichen, REN Ping, NIU Lili

Psychological Development and Education. 2020, 36(3):  318-328.  doi:10.16187/j.cnki.issn1001-4918.2020.03.09

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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 Associations between Parenting Styles and Anxiety in Preschool-age Children: A Three-level Meta-analysis

LEI Lili, RAN Guangming, ZHANG Qi, MI Qianwen, CHEN Xu

Psychological Development and Education. 2020, 36(3):  329-340.  doi:10.16187/j.cnki.issn1001-4918.2020.03.10

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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.

Likes on WeChat Moments and Subjective Well-Being: A Mediated Moderation Model

HENG Shupeng, ZHAO Huanfang, NIU Gengfeng, ZHOU Zongkui

Psychological Development and Education. 2020, 36(3):  341-349.  doi:10.16187/j.cnki.issn1001-4918.2020.03.11

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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.

Self-esteem and Hope as Mediators in the Relationship of Parental Neglect to Adolescents' Suicidal Ideation

YU Si, LIU Qinxue

Psychological Development and Education. 2020, 36(3):  350-358.  doi:10.16187/j.cnki.issn1001-4918.2020.03.12

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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.

The Association between “Show off Love” and Subjective Well-being of Spectators: The Mediating Role of Self-esteem and the Moderating Role of Attachment

GUO Jinjin, NIU Lu, XIE Xiaochun, WANG Pengcheng, LEI Li

Psychological Development and Education. 2020, 36(3):  359-366.  doi:10.16187/j.cnki.issn1001-4918.2020.03.13

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With the development of the Internet, social networking sites have become an important part of individual daily life, which has an important impact on individual social development and social adaptation. Based on these thoughts, this study explored the relationship of “show off love ” on the subjective well-being of spectators and discussed the role of self-esteem and attachment in it. This study included 458 subjects who completed questionnaires regarding passive use of SNS romantic relationships, subjective well-being, self-esteem, and attachment style. Conclusions are as follows:(1)Passive use of SNS romantic relationships negatively predicts subjective well-being and self-esteem.(2)The relationship between passive use of SNS romantic relationships and subjective well-being is mediated by self-esteem.(3)Attachment anxiety moderates the relationship of passive use of SNS romantic relationships and self-esteem. When the level of attachment is lower, the effect of passive use of SNS romantic relationships on self-esteem is stronger.

Mind-wandering: Phenomenon, Mechanism and Implications

WANG Xuefeng, YAN Yan

Psychological Development and Education. 2020, 36(3):  367-377.  doi:10.16187/j.cnki.issn1001-4918.2020.03.14

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Mind-wandering is a common everyday experience for everyone, which refers to a shift of attention away from a primary task toward internal trains of thought. Given the spontaneous and subjective nature of MW, existing measurements typically rely on subjective reports, and some behavioral markers, electro-physiological measures and neurocognitive activity measurements have also been applied to the assessment of MW. After reviewing the studies about the dichotomy of mind-wandering, its negative results and potential functions, we discussed three recent theoretical perspectives proposed to explain how MW occur and its relationship with executive control: executive-resource hypothesis, control-failure hypothesis and resource control account. A more detailed distinction of the concept of MW in the future and a possible combination of metacognitive monitoring theories will provide not only concrete recommendations to learners and instruction, but new insights into consciousness, attention, and metacognition as well.

Estimating the Best Sample Size of Teaching Level Evaluation for College Teachers under Budget Constraints in Generalizability Theory

LI Guangming, CHEN Zihao, ZHANG Minqiang

Psychological Development and Education. 2020, 36(3):  378-384.  doi:10.16187/j.cnki.issn1001-4918.2020.03.15

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Using the evaluation questionnaire of Teachers' Teaching Level Evaluation Scale for College Students(TTLES-CS), 566 students were asked to evaluate 19 teachers, and the data were generalized to four kinds of designs such as t×i,(s:t)×i,(s:t)×(i:v) and(s:t)×(i:v)×o. Based on generalizability theory, we combined the budget constraints and derived a unification algorithm adapting with the optimal sample size estimation for different designs of generalizability theory, i.e. LaGrange multiplication. On this basis, we applied LaGrange multiplication to estimate the optimal observation number in different generalizability designs. The results show that: (1) LaGrange multiplication that we derived has a stronger robustness, which can apply to different study designs effectively under budget constraints. (2) Occasion is an important factor that has a great effect on teachers' teaching level evaluation. So, we need attach importance to it. (3) According to the actual circumstances under the budget constraints, the design of(s:t)×(i:v)×o is the optimal generalized design. (4) Under budget constraints of teachers' teaching level evaluation for college teachers in generalizability theory, the best sample size of students is 20 for each teacher and the best sample size of items is 3 for each dimension.