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20 March 2008, Volume 6 Issue 1 Previous Issue    Next Issue

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THE PRELIMINARY DEVELOPMENT OF THINKING ABILITY SCALE FOR 1~4 GRADE ELEMENTARY SCHOOL STUDENTS Hu Weiping, Li Haiyan, Qin Yaping 2008, 6(1):  1-5.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics This study describes the development of thinking ability scale for 1~4 grade elementary students. The scale includes the items of characters, digital and graph test materials, which form 6 subscales. They are comparing and classification, the inductive reasoning, the deductive inference, the spatial cognition, the analogical reasoning and abstract-generalization. 793 1~4 grade students took part in the test. The results suggest that the scale has moderate difficulty, good discrimination, and high reliability and validity.

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EYE MOVEMENT STUDY ON BILINGUAL MATERIALS READING OF ENGLISH MAJOR UNDERGRADUATES Bai Xuejun, Li Xin, Yan Guoli 2008, 6(1):  6-10.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics In the present study, the EyelinkⅡeye tracker was used to record the eye movements of 23 Chinese college students who major in English. They were asked to read Chinese-English materials. The results showed: 1)When the participants were reading bilingual materials, there was no significant difference between two languages in the performance of reading comprehension. But in the variables such as the reading rate, the reading time and the reading efficiency, the Chinese materials were significantly better than that of English materials. 2)In the vari?鄄ables such as the numbers of fixation, average fixation time, fixation frequency, average saccade amplitude and the numbers of regression, the reading of Chinese materials were significantly better than that of English materi?鄄als. 3)For the Chinese-English synonymous target words which had the same pixels, it is more difficult to pro?鄄cess the Chinese words than the English words.

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THE DEVELOPMENT OF MIDDLE SCHOOL STUDENTS′ ABILITY OF FORMING TEXT Wang Ke1,2, Lin Chongde2 2008, 6(1):  11-16.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics 801 students from junior and senior school participated the test for the ability of forming text．The result showed: 1)Middle school students′ ability of forming text developed from a higher level, and grade 3 was the critical period; 2)Middle school students′ ability of forming text developed slowly during the period of senior middle school; 3)Different aspects in dimensionalities of forming text ability had not developed evenly, restricted by capacity of cognitive processing, and the level of generalization and the level of abstract thinking was at a higher level; 4)Significant gender difference was found in middle school students′ ability of forming text with the girls′ higher level.

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SANDPLAY THERAPY WITH AN ABUSED BOY Sun Feifei, Zhang Risheng, Xu Jie 2008, 6(1):  17-22.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics Using the case study method, 25 sandplay therapy sessions were given to one abused boy who was 13 years old. The characteristics presented in the sandplay therapy process of abused children, and therapeutic effects of sandplay on abused children′s psychological and behavioral problems were explored. The results of the study are as follows: The sandplay therapy of the case underwent the presentation of the boy′s problems, self-adaptation, opposed battle and resolution of his problems process. During the therapeutic process, the manners in the utility of the number and the category of miniatures changed from single and indigent to various and ample. Receiving sandplay therapy, the boy′s depression and anxiety level of the case were alleviated, and his self-awareness was also enhanced. The boy′s peer relationship was improved and great increase in his study achievement appeared.

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COMPARATIVE STUDY IN SOCIAL SUPPORT BETWEEN HOME DWELLING AND INSTITUTION DWELLING OLDER ADULTS Chen Chuanfeng1,2, Jin Yibo1,3, Wang Ying4, Diao Juan4 2008, 6(1):  23-29.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics In order to compare the difference in social support between older adults who live at home and those who reside in institution housing, 157 older adults were investigated by MOS Social Support Questionnaire developed by Sherbourne and Stewart. The results indicated that: 1)Emotional support, tangible social support and positive social interaction of home dwelling older adults were significantly lower than those of institution dwelling older adults; while affectionate support of institution dwelling older adults was significantly lower than home dwelling older adults. 2）The social support of older adults with no mental illness was significantly higher than those with mental illness. 3)Gender, education, occupation, marital status, number of children, number of living sisters and brothers have significant influences on social support of older adults in different dwelling backgrounds. It is sug?鄄gested that social support of older adults should be improved based on the advantages and disadvantages of dif?鄄ferent dwelling background.

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THE RELATIONSHIP AMONG MENTAL ARITHMETIC STRESS, TRAIT ANXIETY AND COPING STYLE Liu Xi，Liang Baoyong 2008, 6(1):  30-37.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics The BIOPAC MP150 Systems was used to explore the effect of mental arithmetic stress on Heart Rate(HR), Heart Rate Variability(HRV)and Galvanic Skin Response(GSR)in different personality trait and coping style undergraduates. There were 38 undergraduates as participants. The experiment was a mixed design: 2(trait anxiety or not)×2(situation-focused coping or emotion-focused coping)×3(baseline, task or recovery). All par?鄄ticipants experienced 5 minutes baseline, 10 minutes mental arithmetic and 5 minutes recovery. The results showed: 1)During the short time after mental arithmetic, it was difficult for trait anxiety undergraduates or emo?鄄tion-focused coping undergraduates to return to the baseline in physiological reactions; 2)Trait anxiety and emo?鄄tion-focused coping undergraduates displayed higher responsivity and weaker recovery in HR、HF、LF/HF and GSR; 3)None-trait anxiety and situation-focused coping undergraduates displayed lower responsivity in HF and GSR, and displayed higher recovery in LF/HF and GSR.

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CATEGORY DIMENSIONALITY AND CATEGORY LEARNING OF FAMILY RESEMBLANCES CATEGORY ON THE CONDITION OF OBSERVING LEARNING Liu Yajun1, Yin Guo′en1, Yang Huihui2 2008, 6(1):  38-41.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics On the condition of observing learning, the authors examined the effect on category learning of family resemblances which the change of numbers and structures of category dimensionality have. The results suggest that there was no significant differences between exemplar learning of more category dimensionality and less category dimensionality on the condition of observing learning, but there was significant differences for numbers of features′ recognizing between more category dimensionality and less category dimensionality. The exemplar learning of linearly separable structure was significantly defferent from no-linearly separable structure, but the differences for number of features′ recognizing were not significant between linearly separable structure and no-linearly separable structure.

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THE CENTRAL EXECUTIVE SYSTEM OF CHILDREN WITH DIFFERENT READING ABILITIES Jiang Hua1,2, Lu Chunming1, Peng Danling1, Guo Taomei1 2008, 6(1):  42-49.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics Two experiments were conducted to explore the difference of the central executive capacity between dyslexic children and normal controls. The nature of this difference was also examined. The performance in self-paced and fixed-paced complex reading span test was compared between the participants with different reading ability but matched chorological age. The results suggest that dyslexic children were impaired in central executive ca?鄄pacity when performing both of the two kind tests, which was consistent with the general capacity hypothesis. Thus, the present study provides supports for the conclusion that dyslexic children were impaired in the central executive general capacity of on-line processing and information storage.

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THE DEVELOPMENT OF CHILDREN′S COMPETENCE OF COMPUTATIONAL ESTIMATION IN PRIMARY SCHOOL Si Jiwei1, Zhang Qinglin2, Hu Dongmei1 2008, 6(1):  50-57.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics Using self-designed problems, the author investigated the developmental status quo of children′s computation?鄄al estimation competence during the stage of primary school. 1027 children from the 1st to 6th grade participated this research. The results were as follows: Firstly, the problem type obviously affected individual′s development of computational estimation competence, but the degree was different in different age. Secondly, the third grade was the possible critical period for computational estimation competence in form of whole number and decimal fraction and the fifth grade was a better period for computational estimation competence in form of fraction. Thirdly, there was significant difference among the development of different computational estimation strategies. The developmen?鄄tal pivot of strategy in each period was also changed. Fourthly, it was easy for primary school children to occur many types of computational estimation error and the typical error in different grades was also different. The de?鄄velopment of children′s competence, strategy and error type in computational estimation was discussed.

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INVESTIGATION OF SPECIALTIES FROM URBAN AND RURAL JUNIOR HIGH SCHOOL STUDENTS′ MENTAL HEALTH DIATHESIS Yang Mei, Wang Youzhi 2008, 6(1):  58-60.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics Using the mental health diathesis questionnaire, we investigated 1299 urban and rural junior high school students in Shaanxi Province. The results are as follows: 1)There are significant differences between urban and rural junior students in interpersonal diathesis, motivation and attribution styles; 2)The scores of the grade 2 students are higher in adaptation, interpersonal diathesis, motivation, self and attribution styles than that of those in grade 1 and grade 3; 3)The scores of female students are higher than that of male students in the aspects of motivation and attribution styles, and significant gender difference also exists in cognitive styles.

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REVIEW OF THE FOUR-FACTORS PERSONALITY STRUCTURE: ″RENYILIZHI″ FROM MENGZI Yan Guocai 2008, 6(1):  61-64.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics The article reviews the four-factors personality structure: ″Renyilizhi″ from Mengzi, and analyses the basis of the five characteristics of each factor, then argues that four factors are the elements of the personality structure, and so on.

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BRAIN SCIENCE OF CALCULATION AND ITS IMPLICATIONS FOR MATHEMATICAL EDUCATION Zang Chuanli, Shen Deli 2008, 6(1):  65-69.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics New advances of research on brain science of calculation indicated that the simple mental calculation re?鄄ferred to the arithmetic facts retrieval directly, and relied on the language areas of the left hemisphere, but complex mental calculation activated the left parieto-frontal network and the bilateral inferior temporal gyri, which were related to the visuospatial representation and visual mental imagery. The exact calculation revealed a large and strictly left-lateralized activation in the left inferior frontal lobe, however, bilateral parietal lobes showed greater activation for approximation than for exact calculation. Besides, the brain activation during calculation was influenced by the age, individual differences in mathematical competence and training. The findings gave some implications for the development of child calculation competence.

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NEURAL BASIS OF BILINGUAL CONTROL AND ITS IMPLICATIONS FOR SECOND LANGUAGE EDUCATION Hu Xiaoyu, Bai Xuejun 2008, 6(1):  70-74.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics On the basis of previous cognitive neuroscience research about bilingual language processing and controlling, it has been proposed that the neural systems which emerges executive control are engaged in the bilingual con?鄄trol of the language in use. These neural systems include the anterior cingulated cortex, the basal ganglia, the inferior parietal lobule and most prominently the prefrontal cortex. This paper discussed the implication for sec?鄄ond language education about how to use L2 to develop cognitive control ability, and how to use cognitive con?鄄trol training to advance the high-efficient second language education.

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REPRESENTATION AND STRATEGY IN CATEGORIZATION: BRAIN AND COGNITIVE RESEARCH AND ITS IMPLICATIONS FOR THINKING Song Juan, Lv Yong 2008, 6(1):  75-80.  Abstract ( )   PDF (601KB) ( )   Related Articles | Metrics Viewing from brain research, the perceptual representation for objects in categorization mainly activates infe?鄄rior temporal cortex and middle temporal area while conceptual representation is related with prefrontal cortex. Brain mechanism for the interaction of this two levels of representation focus on the process how information transfer and extract between fontal and visual area. Futhermore, categorization contained two kinds of strageties, that is, rule-based and similarity-based. Frontal area plays a role in applying rules in categotization while simi?鄄larity is concerned with visual area where memory of individual exemplars is processed. Basing on the research results we mentioned above, the article discussed education in thinking by suggesting how to represent objects in the design of learning materials and the strageties that are better for learning.