Table of Content

15 January 2012, Volume 28 Issue 1

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The Development of Foresight and Its Relationship with Inhibitory Control and Theory of Mind

LIU Yan, YANG Li-zhu, DENG Chen-xi

Psychological Development and Education. 2012, 28(1):  1-8. 

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Foresight refers to the ability to predict what is going to happen or what is needed in the future.The present study included two experiments.The first experiment using the nonverbal paradigm adapted from the study by Atance and Meltzoff(2005)explored the developmental characteristic of foresight in children of 3,4 and 5 years old.The results showed that young children of 4 years old started to choose the items which will be needed in the future.The second study explored the relationships among foresight,inhibitory control,and theory of mind in children of 4,5 and 6 years old.The results suggested that foresight could be significantly predicted by inhibitory control directly;and inhibitory control fully mediated the relationship between theory of mind and foresight.

The Development of Pupils’ Understanding of Guilt Emotion

ZHANG Xiao-xian, SANG Biao

Psychological Development and Education. 2012, 28(1):  9-15. 

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Guilt as one of the self-conscious emotion play importment roles in pupils'social development.In order to explore which situations pupils emerge guilt emotion in Chinese background,this study tended to examine the evoking situations of pupils'guilt emotion in two kinds of adults(pupils'parents and pupils'teachers).Based on the standard of reports of two kinds of adults,we further aimed to reveal pupils'development of understanding of guilt emotion.Results indicated that:(1)compared to interpersonal communication situation,the pupils display better ability of understanding guilt in the study situation;(2)the first to three grade is the rapid growth of pupils'understanding of guilt in the study situation.

The Cross-Cultural Comparison of Development of Self-Regulation between Japanese and Chinese Young Children

DONG Cun-mei

Psychological Development and Education. 2012, 28(1):  16-23. 

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The purpose of this study was to compare the features of self-regulation responses between Japanese and Chinese young children.166 4-and 5-year-olds children(82 Japanese children and 84 Chinese children)were shown the drawings describing the relation between a "child-child" ,a "child-parent" and a "child-nursery teacher" .They were asked to choose one self-regulation response from four alternatives("self-assertion" "self-inhibition" "impulsive" "dependence").The differences between Japanese children and Chinese children on "self-assertion" "self-inhibition" "impulsive" "dependence" in interpersonal situations were analyzed.The main results were as follows:(1)Japanese children showed more self-inhibition responses than Chinese children in the conflict between children and adults(child-parent and child-nursery teacher);They showed more self-assertion responses in the conflict between children.(2)Chinese children showed more dependence responses than Japanese children;They showed more impulsive responses in child-child relation.

Types of School Readiness of Elementary School Children and Their Influence on School Adjustment

LU Fu-rong, WANG Xia, LI Du-fang, ZHANG Cai, WANG Yun

Psychological Development and Education. 2012, 28(1):  24-30. 

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389 children have been investigated for their school readiness with two-steps cluster analysis and the differences of school readiness in age,gender and areas,as well as how these profiles predict later school adjustment.It was found as follows:(1)Two-steps cluster analysis revealed four profiles:comprehensive positive development,physical well-being and motor development risk,physical well-being and motor development strengths and other areas risk,school readiness risk.(2)It's significantly that more girls were the comprehensive positive development type than boys,on the contray,more boys were the physical well-being and motor development risk, as well as school readiness risk profiles.(3)There were more children in urban areas were the comprehensive positive development type than children in suburban areas.The results were contrary in other profiles.(4)The type of comprehensive positive development had higher scores in school adjustment compared with physical well-being and motor development risk and school readiness risk.The profile of school readiness risk performed the worst in school adjustment.

The influence of constituent integers on the processing of fractions

ZHANG Li, XIN Zi-qiang, WANG Qi, LI Hong

Psychological Development and Education. 2012, 28(1):  31-38. 

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This study was aimed to explore whether the constituent integers had important influence on the processing of fractions by two experiments.In the experiment 1 which repeated the study by Bonato et al.(2007), 25 subjects was asked to compare 1/1,1/2,1/3,1/4,1/6,1/7,1/8,1/9 to the reference 1/5.The results showed that participants employed the componential strategy that was based on the comparisons of fractions' denominators.In the experiment 2,the reference 1/5 was asked to be compared with 1/1,2/4,3/9,4/16,4/ 24,3/21,2/16,1/9 with different integer constituents from those in the experiment 1 but with the same real values.This experiment was administered 24 subjects and the results indicated the use of both the componential strategy and holistic strategy which was based on the comparisons of fractions'real values,but the componential strategy was primarily used as compared to the holistic strategy.Taken together,the results reflected that the representation of fractions was dependent on their constituent integers.

College Students’ Tripartite Self-construal’s and Autonomy

LIU Yan, ZOU Hong

Psychological Development and Education. 2012, 28(1):  39-46. 

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This research examined the relationship of college students'tripartite self-construals and autonomy.The sample consisted of 477 college students came from four universities.The results showed that:(1)Individual self was negative associated with external regulation,and positively associated with identified regulation and integrative regulation.(2)Relational self was positive associated with external regulation and introjected regulation,and it moderated the relationships between individual self and external regulation,identified regulation.(3)Collective self was negatively associated with external regulation,and positively associated with introjected regulation, identified regulation and integrated regulation.And collective self could moderate the relationship between individual self and introjected regulation.The present study verfied the positive relationship between individual self and personal autonomy,and revealed the pattern how relational self and collective self increase the level of personal autonomy.

A Research of Space Effect on Chinese-Russian Bilinguals’ Reading Russian Text

BAI Xue-jun, GU Jun-juan, CAO Yu-xiao, GUO Zhi-ying, YAN Guo-li

Psychological Development and Education. 2012, 28(1):  47-53. 

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In this research,the participants were Chinese-Russian bilinguals(15)and native Russian undergraduates(15).To explore the impact of different spacing conditions for reading Russian sentences,all the participants were asked to read Russian sentences,which contained three types of spacing conditions:normally written sentences,regular unspaced sentences and alternatingbold unspaced sentences.Besides,all the Russian sentences were simple sentences that didn't have punctuations.Participants'eye movements were recorded with a SR Research EyeLink Ⅱ eyetracker(sampling rate=500 Hz)that monitored the position of the right eye every two milliseconds. From the results of global analysis,we found that the main effect of participants was significant,and the main effect of spacing conditions was significant,too.Further more,the interaction of participants and spacing conditions was significant.The results indicated that compared with native Russian undergraduates,the total number of fixations of Chinese-Russian bilinguals was more and the total reading time of Chinese-Russian bilinguals was longer. To sum up,for languages with spaces like Russian,removing spaces not only disturbed native Russian readers,but also disturbed readers of the second language more severely.Russian language ability of Chinese-Russian bilinguals and presentation style of Russian impacted their reading.

Judgments of Learning of The Higher Graders in Elementary School: Absolute Accuracy and the Foresight Bias

JIA Ning, DAI Jing-hua

Psychological Development and Education. 2012, 28(1):  54-60. 

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In the present study,4～6^th graders of primary school participated in the experiment,and the concrete noun pairs were selected as experimental materials.Experiment 1 explored the foresight bias of immediate JOLs.In experiment 1,subjects were instructed that they would have to study 30 paired associates and would have to indicate their JOLs about each pair as soon as it disappeared from the screen.They were told that in the test phase,they would see each stimulus word in turn and would be asked to recall the corresponding response word.Experiment 2 explored the foresight bias of delayed JOLs.The conclusions are that(1)there are age differences in the absolute accuracy of immediate JOLs.Specially,age differences are different in the forward and backward associations.(2) There are age differences in the foresight bias.When students making immediate JOL,there were foresight biases in the JOLs of fifth and sixth graders,but not in the JOLs of fourth-graders.(3)Foresight bias induces students to overestimate their memory.Delayed JOL can reduce the foresight bias.

The Effects of the Processing and the Storage in English and Chinese Working Memory on English Reading Comprehension among Chinese Middle School Students

SUN Cong-ying, PENG Peng, CHEN Hai-xian, TAO Sha

Psychological Development and Education. 2012, 28(1):  61-69. 

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We examined the effects of the processing and the storage in English and Chinese working memory on English reading comprehension among Chinese middle school students.Ninety-eight students in Grade 8 completed tasks of general cognitive ability,English reading comprehension,Chinese working memory,and English working memory.Using an interference paradigm to cross the processing and storage demands of span tasks,we separated the processing and storage components in working memory.Results showed both the processing and the storage in English working memory significantly accounted for unique variances in English reading comprehension.The processing in English working memory partially mediated the effect of the storage in English working memory and completely mediated the effect of the processing in Chinese working memory on English reading comprehension. The storage in Chinese working memory didn't have significant effects on English reading comprehension.This study supported the multi-component structure of verbal working memory,and the processing is cross-linguistic,whereas the storage is language specific.

The Effect of Disciplinary Domain Knowledge and mathematical achievement On Working Memory Span

ZHAO Yan, CAI Xiao-yue

Psychological Development and Education. 2012, 28(1):  70-76. 

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This study quoted the domain knowledge into math disciplinary-Disciplinary Domain Knowledge.The study chosen 60 seventh grade students as participants.According to rational number unit,disciplinary domain knowledge test and behavior experiment procedure be produced.The aim of this study is to investigate how disciplinary domain knowledge and mathematical achievement influence on working memory span. The results are as follows:first,the difference between poor students and excellent students are significant in procedural knowledge and conditional knowledge.It illustrate poor students can't do well in math not because they don't know the knowledge but don't know how to use it.Second,adopting the operation span task,working memory span of excellent students is more than poor students,but not significant in simple tasks.In complex-relative,complex-irrelative task,the difference is significant.finally,when storage words is related to math disciplinary,procedural knowledge and conditional knowledge showed a significant prediction on working memory span.when it is not related,conditional knowledge also can be a predictor of working memory span.

The Relationship Between Victimization and Depression of Adolescents

LI Hai-lei, ZHANG Wen-xin, YU Feng-jie

Psychological Development and Education. 2012, 28(1):  77-82. 

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1485 adolescents from urban junior high schools(boys,783;girls,702)completed the Center for Epidemiologic Studies Depression Scale(CES-D)and Olweus Bully/Victim Questionnaire during school hours,in order to explore the relation of peer victimization to depression.The results indicated that:(1)Adolescents experiencing any form of verbal,relational or physical victimization from peers reported significantly higher level of depression than those without such experience;(2)A significant effect of interaction between adolescent status of being relationally victimized and status of being physically victimized on adolescent depression,such that those also experiencing physical victimization reported significantly higher level of depression than adolescents without such experience.However,among adolescents not experiencing relational victimization such a difference in depression did not exist between adolescents who reported being physically victimized and those did not;(3)With the increase of events of victimization,the level of adolescent depression increased by linear trends.

Gratitude, Basic Psychological Needs, and Problematic Internet Use in Adolescence

YU Cheng-fu, ZHANG Wei, ZENG Yi-yin, YE Ting, HU Jian-ping, LI Dan-li

Psychological Development and Education. 2012, 28(1):  83-90. 

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To examine the relationship between adolescents'gratitude and Problematic Internet Use(PIU),and whether competence need,relatedness need,and autonomy need as factors of basic psychological needs play a chain mediating effect between them,760 adolescents were tested with Adolescents'Gratitude Scale,Basic Psychological Needs Scale,and Problematic Internet Use Questionnaire.The results indicated that:(1) Adolescents'gratitude was significantly negatively associated with their PIU;(2)Three elements of basic psychological needs play a chain mediating effect between gratitude and adolescents'PIU,that is to say gratitude could directly promote adolescents'satisfaction of autonomy need,as well as through increase the satisfaction of competence need and relatedness need to indirectly enhance the satisfaction of autonomy need,ultimately reduced PIU.

The Change of junior middle school students’ Life Satisfaction and the Prospective Effect of Resilience: A two year Longitudinal Study

WANG Xin-qiang, ZHANG Da-jun

Psychological Development and Education. 2012, 28(1):  91-98. 

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Longitudinal data(N=249)on grade one junior middle school students'life satisfaction and resilience were collected at 4 time points in two years by using the Students'Life Satisfaction Scale(SLSS)and the Resilience Scale for Chinese Adolescents.The present study employed Hierarchical Linear Model to analyze the changing trends of junior middle school students'life satisfaction and explore the longitudinal effects of gender,school regional difference and resilience on life satisfaction.Results show that 1)Junior middle school students'life satisfaction had dropped significantly from the Second Semester of grade 1 to the Second Semester of grade 3;2) The influences of gender,school regional difference on junior middle school students'life satisfaction change were not significant;3)The affect control and family support of resilience had a significantly positive effect on junior middle school students'life satisfaction change,but goal planning,positive thinking and help-seeking of resilience had no significant effect.4)The individual power of resilience showed a larger direct effect and little moderating effect on junior middle school students'life satisfaction change,and the supportive power of resilience showed a larger moderating effect.

Time management disposition and subjective wellbeing in undergraduate students

FAN Cui-ying, SUN Xiao-jun, LIU Hua-shan

Psychological Development and Education. 2012, 28(1):  99-104. 

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499 undergraduate students were investigated to examine the relation between time management disposition and subjective well being by adolescence time management disposition scale,index of well-being scale, affect balance scale.Results suggest that:the relationship between time management disposition and subjective well being is significant,and the gender and grade differences are not significant.Undergraduate student's time supervision and time effect feelings can positively predict their subjective well-being significantly,time effect feeling can positively predict positive feeling and affective balance significantly,meanwhile,negatively predict negative feeling significantly.

Mediation Analysis and Effect Size Measurement:Retrospect and Prospect

FANG Jie, ZHANG Min-qiang, CHIOU Haw-jeng

Psychological Development and Education. 2012, 28(1):  105-111. 

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Synthesizing and comparing the methods of mediation analysis and effect size index,we suggest the focus on the significance between the independent and dependent variables,both before and after mediation tests,is unjustified and can impair theory development and testing.We recommend that,1)mediator effect can be analyzed by bias-corrected percentile bootstrap method;2)full and partial mediation should be replaced by κ²、R_med² index, whenever possible,confidence intervals for the population effect size should be reported.Mediation analysis and effect size measurement are applied to a real-world example using data from a health promotion program to improve the nutrition habits of firefighters.MBESS package of R software is also provided for researchers to implement mediation analysis and effect size measurement.The future research direction of mediation analysis and effect size measurement is discussed at the end of the paper.