Table of Content

15 October 2001, Volume 17 Issue 4

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Developmental Studies on Inhibition during Intentional Forgetting of Having Good or Bad Learning Work Pupils

Psychological Development and Education. 2001, 16(4):  1-5. 

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Intentional forgetting is a new experimental paradigm on memory which is used to investigate individual's inhibition.The single wards are used in this experiment.90 pupils are participated in the experiment,including Grade 2,Grade 4 and Grade 6 in primary school.There are 15 good learning work pupils and 15 bad ones in each grade.The results are as follows:The inhibition of pupils in intentional forgetting has been developing.Inhibition of pupils in intentional forgetting has significant individual difference.The pupils who have good learning wark take on high inhibition,in contrast,the pupils who have bad learning wark take on poor inhibition.

The Developmental Features of Imagery Ability and Its Relationship with electroencephalography (EEG): A Study of Adolescent Aged from 13 to 18

Psychological Development and Education. 2001, 16(4):  6-11. 

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In the present work,12-channel electroencephalography(EEG) of 188 adolescent aged from 13 to 18 were recorded and analyzed by Encephalofluctuography Technology (ET).And all subjects completed two imagery tasks including sentence-figure matching and mental rotation.The research put emphasis on the developmental characteristics of the imagery ability and its relationships with electroencep halograp by(EEG).The results obtained were as follows:(i) With the increase of the age,the time decreased when 13 to 18 age groups reacted correctly to the imagery tasks.The turning period of the reaction is at the age of 16 writh no marked difference for the boys and girls.(ii) In twa imagery tasks of sentence-figure matching and mental rotation,10Hz α brain powers in the good group of imagery ability are hyper than that in the low group of imagery ability, but it showed no significant difference in other α powers frequency of different groups with different ages.

The Mental Mechanism of Developmental Dyslexia in Children: A Preliminary Study

Psychological Development and Education. 2001, 16(4):  12-16,22. 

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The mental mechanism of developmental dyslew was investigated using character decision task and homophone decision task.The result showed that in the character decision task,there was no significant difference between developmental dyslexic children and normal children;while in the homophone task,the difference was significant.The present paper suggested that developmental dyslexic children have no deficit in orthographical representation of the whole character and that phonological representation deficit is the main cause of developmental dyslexia.

Teacher-student Relationship and Children’s Self-Concept in Elementary School

Psychological Development and Education. 2001, 16(4):  17-22. 

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498 3-6 grade students (male 255, female 243) and their teacher from 3 elementary schools in Beijing participated in the study.Student-teacher relationship scale(STRS) and self-description questionnaire(SDQ-Ò) were used in study.The results showed: (1) Significant correlation displayed between the closeness, conflict and response in student-teacher relat ionship and student's self-conception.(2) Student-teacher relationship showed different prediction to every dimensions of student's self-conception; (3) three patterns of student-teacher relationship (closeness, conflicts and apathy) played different role in student's self-conception development.

The Relation of Maternal Behavior to the Self-esteem of Primary Schooldhildren

Psychological Development and Education. 2001, 16(4):  23-27,34. 

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The Wuestionnaire of Maternal Behavior of Primary Schooldhildren,the Self-Esteem Inventory (SEI) and the Wuestionnaire of Maternal Background Factors were administered to the 3,4 and 5 graders of primary schools and their anthers from rural and urban areas to investigate the relation of maternal behavior to children's self-esteem.The results were as follows:(1) among all children no significant correlation was fond between wupportive maternal behaviors and children's self-esteem,but significant or extremely significant negative correlations were found between instrumental,informative and extreme unsupportive maternal behaviors and children's self-esteem;in contrast with the nonsignificant predicting effect of suportive maternal behavior group,the unsupportive maternal behavior group had a remarkable predicting deeect on children's self-esteem.(2) Significant difference existed armng the self-esteem scores of children raised under the four types of mothers and their correspondent behaviors,especially between the loosebound type and the strict type,with the former rmre higher.(3) no significant interaction was found armng the vaiables of the maternal behavior type,children's age,gender,whether single or not,and the anther's age,occupation,educational level,whether urban or rural.

The relative effect of best friend and parental factors on adolescent’s smoking cognition and smoking behavior

Psychological Development and Education. 2001, 16(4):  28-34. 

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The paper aimed to explore the relative effect of best friend,parental factors on adolescent smoking cognition and smoking behavior.The confidential self-reported questionaire were administered by 1042 7^th to 12^th graders who were selected from two middle schools in Beijing,China.The result showed that:(1) best friend's smoking behavior and sr}king attitude had more significant effect on adolescent smoking cognition than parental factors;(2) adolescent smoking behavior was more influenced by parental factors than adolescent smoking cognition;(3) adolescent smoking cognition significantly predicted adolecent smoking behavior;(4) best friend's smoking behavior and attitude,parental smoking behavfor and adolescent smoking cognition directly affected adolescent smoking behavior,and best friend's smoking behavior and smoking attitude had indirectly influence on adolescent smoking behavior through adolescent smoking cognition;(5) compared with parental factors,best friend's smoking behavior had more significant effect on adolescent smoking behavior.

The Effects of intention cue on children’s judgment of lying and moral evaluation

Psychological Development and Education. 2001, 16(4):  35-39,46. 

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The present research examined the effects of communicative intention which were be directly explained (or not) on children's judgment of lying or truth-telling and rmral evaluation.The results showed that five-year-olds could not use intention cue to definite the concepts of lying or truth-telli ng and moral evaluation,while 7-or 9-year-olds made the different judgments and rmral evaluation between the intention cue being directly explained and being not directly explained.But communication intendon cue had different effects on white-lying,truth-telling,harming-lying,and flat-out-truth telling.

Study on the development of Function concept for junior high school students

Psychological Development and Education. 2001, 16(4):  39-46. 

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Investigate 802 students from the first grade students to the third grade students in 6 schools in Beijing by measuring method and study the development levels of Function concept of junior high school students.The results show that the development of Function concept has special age factor and teaching contents evidently influence the development levels of Function concept.The dialectic thinking ability for the relation between negative and positive is weaker for junior high school students,in addition,near 50 per cent students can not think by view of movement and variation.The second-grade in junior high school is a key stage for the development of Function concept.Since the second grade,the ability of processing word and graphics information remarkably increase but the ability of transition between word information and graphics information is weaker.When studying the relation of the same kind of things,they can not generally understand the relation between the abstract and amount without concrete content.

Effects of Wlrd Class on Children’s English Vocabubary Learning in the Multimesla Context

Psychological Development and Education. 2001, 16(4):  47-51. 

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The present study examined the effects of word class on children's English vocabulary learning in the multimedia context.The results showed that: (1) children tended to recognize nouns and adjectives better than pronouns.(2) As far as the semantic test without context was concerned, the score of nouns were a little bit higher than pronouns',the score of adjectives was in the middle, but the differences between adjectives and the other two kinds of words were not significant.(3) In completing the semantic test with context, no significant difference was found between the scores of nouns and adjectives, while both of their scores were higher than the score of pronouns.(4) The scores of nouns and adjectives were much higher in the semantic test with context compared with no context was provided, while the scores of pronouns remained the same.Overall, children tended to score higher in the learning of nouns and adjectives than the learning of pronouns.

An experimental study on training the constructional writing strategy of sixth graders

Psychological Development and Education. 2001, 16(4):  52-56,64. 

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The study formulated the model of construction by means of the method of mental simulation and training the constructional strategy based on the theory of intellectual skill stages.The results indicate that the model can improve the strategy of construction and writing, the effects of intelligence level and gender difference in writing skill is not significant, but the prior writing skill can affect the activity of writing.

Research on the characteristics of Middle School Students’ Self-Concept and the Relationship between Self-Concept and Academic Achievement

Psychological Development and Education. 2001, 16(4):  57-64. 

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With the participation of 428 middle school students, this study explored the characteristics of middle school students' self-concept and the relationship between self-concept and academic achievement.The results are the followings: (1) On the general scale and 2 subscales of self-concept, the differences of sex and grade are significant, but no significant interaction.(2) There're significant interaction of grade and sex on the general school self-concept.(3) On the dimension of verbal, math, general school, physical abilities, parental relations, Honesty-trust worthiness, General self and 2 subscales and general scale, the students with different levels of academic achievement have different self-concepts.(4) There're significant positive correlations between students' academic achievement and their self-concepts.Meanwhile, general school self predicted total academic score more than others.