Table of Content

15 January 2010, Volume 26 Issue 1

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Developmental Psychology Oriented to Chinese Societal Reality

LIN Chong-de, XIN Zi-qiang

Psychological Development and Education. 2010, 26(1):  1-8. 

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A ccording to the worldwide trend of the subject of developmental psychology,and the realistic need in China and the state of the art in the subject,it was proposed that the research carried by Chinese developmental psychologists should be oriented to domestic reality.That is,these psychologists should strength the applied research and the application of findings,so as to satisfy the need of societal and human development,and solve related practical problems in the fields of education,mental health and the construction of harmony society,etc.

Subliminal Negative Affective Stimuli Arouse Opposite Bias in Adults and Children

JIANG Zhong-qing, YANG Li-zhu, LIU Ying, Tarik Bel-Bahar

Psychological Development and Education. 2010, 26(1):  9-13,23. 

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This article was to explore the developmental relationship between emotionand cognitain through a subliminal affective primingexperimentwith 183 subjects including childrenaged 5 to 7 years,the youth and the This article was to explore the developmental relationship between emotionand cognitain through a subliminal affective primingexperimentwith 183 subjects including childrenaged 5 to 7 years,the youth and the adults.It fumed out children judged the target as cry after the prime of cry face photo even less thanafter the neutral prime,Whereas,significant emotion-congruent effect was found inadults,they judged the target as cry after the cryprimemore thanafter the neutralprime.No significant affective primingeffectwas found inany group when primed by the smiling face photo.This resultproved the implicitmechanisn of child to deal with subliminal affective infoanation is keeping happy while the adult is earlywaming.

ERP Study of Category Induction by Sequentially Presenting Stimuli

LV Yong, SONG Juan

Psychological Development and Education. 2010, 26(1):  14-23. 

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The process of category induction sequentially presenting stimuli was studied with ERP technique.The stimuli were all geometry figures.Eighteen subjects performed three tasks including two uni-dimensional tasks,one of which gave the instruction before each trial and the other one did not,and one multi-dimensional task that the category standard was two dimensions.The ERP analysis supported that(1) under the circum stance of presenting the stimuli sequentially,the following stimulus was processed based on the context provided by the previous one,then led to the formation of a new category;(2) With the difficulties' and dimensions' increasing,adults still used rules as strageties for categorization,which was different from the children who preferred similarities.So we infer from the electrophysiology aspect that category induction has anage effect.The cognitive mechanisms of processing stimuli for childrenand adults may be different;(3) P400 which appeared in the condition of sequential category induction task might be the symbol of category inductionand unrelated with the concrete processing of the attributes of stimuli.

Influence of Task Difficulty and Feedback Learning on Ability of Analogical Reasoning in Children

WANG Shu-fang, MO Lei, JIN Hua

Psychological Development and Education. 2010, 26(1):  24-30. 

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The present study used analogical reasoning tasks to explore the effect of task difficulty and feedback learning onability of analogical reasoning in children.The results showed as follows:in feedback learning condition,childrenaged 7 and 8 years can complete the task which could be comp leted only by older children; when task difficulty is increased,the analogical reasoning ability of children older than 11 was weakened.The results suggested that whether children can exhibit the ability of analogical reasoning which they should have maybe depends on task difficulty,and feedback learning can promote ability of analogical reasoning in children withina certainage span.This result provides an effective experimental basis for compromising Piaget and Goswami' points of view.

The Influences of Motivation on Creative Scientific Problem Finding Ability of First Year Students in High School

HU Wei-ping, ZHOU Bei

Psychological Development and Education. 2010, 26(1):  31-36. 

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Direct and indirect methods for internal and external motivation excitation were used,and influences of internal and external motivationas well as different external levels on the Creative Scientific Problem Finding(CSPF) of first year students in high school were studied.The results indicated as follows:(1) the CSPF and its' fluency and originality dimension can be promoted by direct stimulated internal mo tivation;(2) the CSPF and its' originality dimension can be inhibited by direct stim ulated external motivation;(3) different mo tivation levels caused by different evaluation method has different impacts on the CSPF.Looking forward to positive evaluation has not impact on CSPF,and avoiding negative evaluation has significant inhabitation to CSPF.

Relations between Organizational Competitions and Teachers' Organizational Identification

LI Yong-xin, LI Xiao-yu, ZHANG Na, SHEN Jiliang

Psychological Development and Education. 2010, 26(1):  37-41,66. 

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To explore the relations between organizational competitions and teachers' organizational identification,Organizational Identification Questionnaire,Graphic Scale for the measurement of organizational identification,Organizational Rival Questionnaire,Perceived Organizational Identity Questionnaire and Perceived Organizational Prestige Questionnaire were administered to 700 primary and secondary school teachers.The results showed as follows:outer competition,inner competition,perceived organizational identity,and perceived organizational prestige are related significantly to teachers' organizational identification; outer competitions effect teachers' organizational identification by two paths:one is outer competition-perceived organizational identity-teachers' organizational identification,and the other is outer competition-perceived organizational identity-perceived organizational prestige-teachers' organizational identification; the path by whichinner competitions make effects on teachers' organizational identification is inner competition-perceived organizational prestige-teachers' organizational identification.

Primary School Students’ English Classroom Anxiety and the Effect of Teachers’ Teaching Behavior on It

LI Yan-fang, WANG Ying, ZHENG Yu-ping, DONG Qi

Psychological Development and Education. 2010, 26(1):  42-47. 

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With the Foreign Language Classroom Anxiety Scale(FLCAS) and English Teachers' Teaching B ehavior Questionnaire as the instruments and 399 students from grades 3 to 6 as the subjects,the study exp lored the development trends of Chinese primary school students' English classroomanxiety,and the effect of English teacher's teaching behavior on it.The results found that:(1) the primary schoo l students' English classroomanxiety increase with the rise of grades,and the level of anxiety of students in grade 5 and 6 is significantly higher than tho se in grade 3 and 4;(2) Communicating anxiety and testing anxiety are the two main types of anxiety in primary school;(3) No significant gender difference was found inall the three aspects of English classroomanxiety;(4) Teachers' negative reactionand evaluation,encouragement and assistance are the major predictors of students' English classroomanxiety.These founding indicated that teachers and parents should pay more attention to the English classroomanxiety of students in higher grades,and English teachers should try to give students more positive evaluation,which will be very helpful toreduce their English classroomanxiety.

The Effects of the College Students’ Intelligence and Cognitive Styles on Implicit Sequence Learning

Han, Xiu, Pei-yang-hong

Psychological Development and Education. 2010, 26(1):  48-53. 

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This study examined the effect of IQ and cognitive styles of 41 college students on implicit sequence learning,Using Combined Raren's Test(CRT) and Embeded Figure Test(EFT) respectively.The implicit learning is examined by the sequence learning research paradigmand generate rask.The findings show that:two IQ levels'students have no significant difference on implicit sequence learning,but the performance of field independence cognitive style is lower than that of field dependence style.

The Relationship between Primary School Teachers’ Conceptions of Creativity Fostering and Creativity Fostering Behaviors: The Mediating Role of Teaching-regulated Ability

ZHANG Jing-huan, LIU Cui-cui, JIN Sheng-hua, WU Lin-na, LIN Chong-de

Psychological Development and Education. 2010, 26(1):  54-58. 

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430 primary school teachers were investigated using a battery of questionnaires to examine the mediating role of teaching-regulated ability on the relationship between their conceptions of creativity fo stering and creativity fostering behaviors.The results indicated that(1) conceptions of creativity fostering and teaching-regulated ability including its subscales could predict creativity fostering behaviors positively and significantly;(2) teaching-regulated ability including its subscales,such as planning,regulating,evaluating and self-reflection partially mediated the relationship between the conceptions of creativity fo stering and the creativity fo stering behaviors.The results promptus to put an eye on the growth of teachers' teaching-regulated ability after mastering conceptions of creativity fostering in the teacher training program.

Stigma Perceptionas a Mediator between Stigma Experience and Mental Health among Children Affected by HIV/AIDS in Rural China

LIN Xiu-yun, Zhang Jin-tao, FANG Xiao-yi, ZHAO Jun-feng, Lan Jing, LI Xiao-ming

Psychological Development and Education. 2010, 26(1):  59-66. 

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The objective of this studywas to investigate the stigma experience and stigma perceptionamong childrenaffected by HIV/AIDS after the irparents infecting HIV and dying of AIDS,and to explore how stigma experience and stigma perceptionaffect on mental health of the children.Totally,we recruited 1221 children including double AIDS orphan,single AIDS orphan,a ffected children in rural China.Data of demographic information,stigma experience and stigma perception,and mental health problems(including depression,lone liness,self-esteem) were collected through a self-administrated questionnaire.Data revealed that:(1) Younger children,double A IDS orphan reported remarkably higher level of stigma experience and stigma perception than those their counterparts,and it was smiilar to the depression,lone liness,self-esteemexcept there was no significant difference in depression inage;(2) Children who got higher score in stigma experience and stigma perceptiona lso had significant higher depression,loneliness and lower self-esteem;(3) There was significan trelationship between stigma experience and stigma perception,between stigma experience,stigma perceptionand mental health conditions.We found stigma experience could affect mental health directly and stigma perception could be the mediator bewteen stigma experience and mental health.

Relationship between Gratitude and School Life Satisfaction of Junior Students:Coping Style as a Mediator

SUN Pei-zhen, ZHENG Xue, YU Zu-wei

Psychological Development and Education. 2010, 26(1):  67-72. 

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To explore the relationship between gratitude and school life satisfaction,and also the mediatingeffects of coping style,839 students from 7 junior middle schoo ls in Guangzhou were selected to fill in questionnaires of gratitude,cop ing style and school life satisfaction.The results indicated that:(1) there were significant differences between female and male junior students in gratitude,put another way,scores of girls were higher than that of boys in the aspects of general and human orientation gratitude;(2) Gratitude was positively associated with school life satisfactionand the relationship was partially mediated by coping style.

The Characteristics and Relationships of Peer Attachment, Self-Concept and Loneliness of Students in Reform School

CHEN Fu-xia, ZHANG Fu-juan

Psychological Development and Education. 2010, 26(1):  73-80. 

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To explore characteristics and relationships of peer attachment,self-concept and loneliness of students in reform school,207 students in reform school and 112 students in junior school in Shanghai were investigated by IPPA、Loneliness Scale and Tennessee self-concept scale.The results showed that:(1) Compared to students in junior school,less trust,more alienation,stronger loneliness in those in reform school;(2) In reform school,students of grade two had more negative self-concept than those of other grades; girls had more negative self-concept and felt more lonely than boys;(3) The paths which dimensions of peer attachment predicted loneliness were different;(4) Models which different dimensions of self-concept mediated relationship between peer attachment and loneliness were different between students in reform school and those in junior school.

Undergraduate Students’ Attitudes towards Online Versus Face-to-Face Counseling

CUI Li-xia, LEI Li, LIU Ya-nan

Psychological Development and Education. 2010, 26(1):  81-86. 

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The objective of this study was to study undergraduates' attitudes towards online versus face-to-face counseling and accelerate their changes.The researchers sent 603 questionnaire packets including four scales to five universities to investigate the undergraduate Students' attitudes towards online versus face-to-face counseling to examined the influence of gender,grades,experience(ever counseling or never),and personal p sychological variables(stigma,social anxiety,and self-concealment) on these two kinds of attitudes.The results were that attitudes towards face-to-face counseling were better than that towards online counseling,but two scales of attitudes towards online counseling were above neutral evaluaton.At the same time the stigma,self-concealment and communicationapprehension could predict attitude towards face-to-face counseling,but they could not predict attitudes towards online counseling.They concluded that online counseling could alleviate risk factors and promote students' asking help behaviors.

Psychometric Analysis of Children Sense of Coherence Scale in Chinese Cultural Context

LIU Junsheng, ZHOU Ying, SANG Biao

Psychological Development and Education. 2010, 26(1):  87-93. 

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Atotal of 1306 subjects from six elementary schools were tested with Children Sense of Coherence Scale(CSOC) to evaluate its appropriateness for use in Chinese cultural background and exp lore the development status of SOC on the pupils.Psychometric analysis indicated that the Chinese version of CSOC had satisfactory item discriminationand test-retest reliability.Results of Exploratory Factor Analysis and Confirmatory Factor Analysis indicated that the scale consisted of two factors.C riterion-related validity was also examined by using the measure of loneliness as the criterion.The results of MANOVA showed significant grade and gender difference on SOC.Overall,the results suggested the Chinese version of CSOC provides a reliable and valid measure of children's Sense of Coherence in Chinese cultural context.

Revision of the Short-form Egna Minnenav Barndoms Uppfostran for Chinese

JIANG Jiang, LU Zheng-rong, JIANG Bi-jing, XU Yan

Psychological Development and Education. 2010, 26(1):  94-99. 

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The aim of the study was to introduce and revise a short-form Egna Minnenav Barndoms Uppfostran(s-EMBU),which could be used to measure perceived parental rearing behavior in China.712 undergraduate students from three universities participated in the investigation.Exploratory factor analysis indicated thats-EMBU for Chinese(s-EMBU-C) had three subscales(Rejection,Emotional Warmth and over Protection) with effective 6,7 and 8 items respectively.Indices of reliability were between 0.74-0.84 for the internal consistency(C ronbach's a coefficient),0.73-0.84 for split-half reliability,0.70-0.81 for test-retest estimates(101 participates were retested 10 weeks later).Confirmative factor analysis found the scale had good construct validity.Criterion-related validity was demonstrated through the scale's relation with Chinese 115-item version of EMBU,Eysenckian dimensions of personality,sex role orientationand self-esteem.In sum,the s-EMBU-C met psychometric criteria.

Detecting Discontinuity of Cognitive Development: Routes and Methods

ZHANG Li, XIN Zi-qiang, LI Hong, LIN Chong-de

Psychological Development and Education. 2010, 26(1):  100-106. 

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Whether cognitive development is continuous or discontinuous is concerned theoretically in developmental psychology.So far,researchers have come torealize that development is of both continuity and discontinuity.Hence,the key question is when cognitive development is continuous and when discontinuous.This issue is closely related to the methods and criteria to detect discontinuity.The present study aimed to introduce three methods to detect the discontinuity of cognitive development:scalogramanalysis and multip le tasks method; Rasch and Saltus model analysis; the app lication of catastrophe theory.Finally,some factors which have influence on the detection of developmental discontinuity were emphasized.

Originand Development of Visual Perspective-taking and its Relations with Some Other Abilities

ZHAO Jing, WANG Lu, SU Yan-jie

Psychological Development and Education. 2010, 26(1):  107-111. 

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This article reviewed the concepts and research paradigms of visual perspective-taking,concluded related researches from both the work in comparative psychology and in developmental psychology,and analyzed the origins and developmental features of visual perspective-taking.There lations bewteen visual perspective-taking theory ofmind,and the influence of linguistic abilities and culture,were a lso discussed.Finally,we pointed out that further studies should paymore attention to the following issues:finding a serial of paradigms to invest igate the different levels of visual perspective-taking,summarizing the evolution of visual perspective-taking,investigating the neural mechanism of the different levels of visual perspective-taking,and finding the in fluential factors whichmight mipact the development and application of visual perspective-taking.