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20 January 2016, Volume 14 Issue 1 Previous Issue    Next Issue

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Bicultural Experience Facilitates the Global Processing Style Wan Minggang, Yang Yang, Li Jiansheng, Jiang Hui 2016, 14(1):  1-6.  Abstract ( )   PDF (561KB) ( )   References | Related Articles | Metrics Studies have shown that, compared to individualistic cultures, collectivistic cultures could facilitate global processing. However, cultural experience can be divided not only into individualist and collectivist according to Eastern and Western cultures but also into multicultural and monocultural according to individuals′ experiences. Compared to monocultural experiences, are multicultural experiences, especially, the most common bicultural experience more conducive to the global processing style? To address this question, we conducted two experiments in which participants were divided into two groups, one exposed to a bicultural experience and another exposed to a monocultural experience. The two groups were either required to search for similarities or differences between two videos(Experiment 1), or recall the information congruent or incongruent with older adult stereotypes(Experiment 2). The experimental results showed that, compared to the participants exposed to a monocultural experience, those exposed to a bicultural experience tended to search for similarities among the objects(Experiment 1)and were not prone to have stereotype impressions(Experiment 2). This indicates that individuals with bicultural experiences facilitate the global processing style.

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The Effect of Processing Degree of DRM Words and Context on False Memory under Directed Forgetting Condition Song Yaowu, Fang Meiyan, Tong Yuguang 2016, 14(1):  7-13.  Abstract ( )   PDF (707KB) ( )   References | Related Articles | Metrics This study was aim to investigate the false memory phenomenon when DRM words were learned under directed forgetting conditions, and to reveal the underlying causes of this phenomenon. In the Experiment 1 and 2, under directed forgetting conditions, we manipulated deep/shallow processing and context respectively. The result of Experiment 1 showed only when deep processing was executed, DRM words under the F cue were more susceptible to be inhibited than R cue, and the error recognition of the bait words was closely related to get back extracting of deep processing learning items under each cues. In Experiment 2, it was found that both mass presentation context and random presentation context were affected by the directed forgetting instructions, inhibiting the correct recognition of learning words. However, error recognition of bait words under the mass presentation context was more closely related to the resume extracting of learning words under each cues than random presentation context. In the directed forgetting conditions, it was reasonable using FTT theory to explain the result of Experiment 1, and using AAT theory to explain the result of Experiment 2.

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Comparison of the Learning Result and Selective Attention between Referential Communicators Zhang Hengchao, Yin Guo′en 2016, 14(1):  14-19.  Abstract ( )   PDF (546KB) ( )   References | Related Articles | Metrics Undergraduate students have participated in the current study. The study designed three kinds of experimental materials. The relational complexity is manipulated. The tasks of functional prediction and dimensional selection were used to explore the characteristics of the learning result and selective attention between referential communicators by the paradigm of referential communication. The results showed that The scores of the high-score group are significantly higher than the low-score group in Block 10. The main effect of relational complexity is significant. The results of dimensional selection are not significantly different between referential communicators. The relational complexity affects the results of dimensional selection and relative dimensional selection. The results suggested that The learning results between referential communicators are unbalanced, and this imbalance is not affected by relational complexity. However, selective attention shows coherence between referential communicators. This coherence is not affected by relational complexity.

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The Development of Chinese Component Awareness in Vietnamese Students Learning Chinese as a Foreign Language Nguyen Thi Phuong, Li Hong, Wu Xinchun, Sun Peng 2016, 14(1):  20-26.  Abstract ( )   PDF (854KB) ( )   References | Related Articles | Metrics This study investigates the development of Chinese component awareness in non-native Chinese Language learners. A total of 226 undergraduates majoring in Chinese Language from a university in Hanoi, Vietnam were sorted according to time spent learning Chinese(3 months, 15 months, 27 months, 39 months). There were three types of materials low frequency single characters, pseudo compound characters composed from components with high combinability, and pseudo compound characters composed from components with low combinability, were used in a“delayed copy”experimental task. The results showed that the students with Chinese study experience of 3 months can already break down a character into components for processing and copying, and there was no significant difference between the students of the different study experience times. There was, however, a significant difference between the accuracies of two types of pseudo compound characters those were composed from two types of components with different combinability. In addition, only in the students with Chinese study experience of 3 months, their performance in left-right-structured characters were significantly better than those in top-bottom-structured characters. Taken together, this study suggests that the Vietnamese students acquire the Chinese component awareness very early, their Chinese characters copying is especially affected by the combinability of the components and character structure feature.

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Saccadic Targeting Based on Character and Word in Chinese Reading: Evidences from Disappearing Text Liu Zhifang, Wang Ruoyi, Zhang Zhijun, Liu Wei 2016, 14(1):  27-35.  Abstract ( )   PDF (904KB) ( )   References | Related Articles | Metrics In present study, we investigated both saccades generating refixations and saccades across two adjacent words with two disappearing text experiments. Both experiments contained three disappearing conditions(two-character disappearing condition and one word disappearing condition)and a control. The aim of Experiment 1 was to investigate refixations saccades and the aim of Experiment 2 was to investigate across words saccades. Character disappearing manipulations influence on probability of words been refixated equally to word n disappearing manipulation in Experiment 1, which indicated that saccade of refixations was based on fixated word. However, word n+1 disappearing manipulation influenced skip probability and the number of saccades across adjacent words more seriously than character disappearing manipulations in Experiment 2, which indicated that targeting of saccades between two adjacent words was based on character. In this article, we further discussed the role of character-word procession in saccades targeting.

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Attentional Bias for Aggression Cues in High School Students with Fragile High Self-esteem Zhang lihua, Shi guochun, Zhang yiming 2016, 14(1):  36-41.  Abstract ( )   PDF (649KB) ( )   References | Related Articles | Metrics The research explored whether high school students with fragile high self-esteem had attentional bias for aggression cues and the composition of attentional bias using the spatial cuing task and point detection task with eye more ment recording. Experiment 1 showed that there was significant word attribute effect under the condition of invalid clues, and the average reaction time of offensive words was longer than the average reaction time of neutral words in fragile high self-esteem subjects. Experiment 2 showed that there was significant difference of gaze duration bias between frdgile high solf-esteem subjects and secure high self-esteem subjects. The conclusions of this study were as follows High school students with fragile high self-esteem had attentional bias for aggressive cues, and they had difficulty disengaging attention away from the aggressive cue.

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Regulatory Focus and Teachers′ Innovative Work behavior: The Mediating Role of Autonomous and Controlled Motivation Li Mingjun, Gao Jie, Wang Zhenhong, You Xuqun 2016, 14(1):  42-49.  Abstract ( )   PDF (798KB) ( )   References | Related Articles | Metrics The questionnaires of chronic regulatory focus, teachers′ self-determination motivation and innovative work behavior were administered to 352 teachers in primary and middle schools, aimed to explore the mediating effects of autonomous and controlled motivation on the relationship between regulatory focus and innovative work behavior. Results showed that: 1)Promotion focus and autonomous motivation were significantly positively associated with teachers′ innovative work behavior. Prevention focus and controlled motivation were significantly negatively correlated with teachers′ innovative work behavior. 2)Promotion focus positively predicted autonomous motivation but not significantly negatively predicted controlled motivation. Prevention focus positively predicted controlled motivation but not significantly negatively predicted autonomous motivation. 3)Autonomous motivation played partial mediation role in the relationship between promotion focus and innovative work behavior, whereas controlled motivation played full mediation role in the relationship between prevention focus and innovative work behavior relation.

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The Spatial Metaphoric Representation of Social Status in 5-7 Years Old Children′s Drawings Wu Nianyang, Chen Xianxian, Wu Yan, Qian Haiyan 2016, 14(1):  50-56.  Abstract ( )   PDF (946KB) ( )   References | Related Articles | Metrics The metaphor of“big/small”is one of spatial metaphors. In this study two theme-drawing tasks were used, namely“a cop is chasing a thief”and“a principal with a teacher”. We focused on the developmental characteristics of big/small spatial metaphoric representation of social status in the mind of children aged from 5 to 7. The results showed 1)Children tend to draw a bigger figure to the person with higher social status and a smaller one to the other, which indicates there have been the concept of the metaphor of“ big/small”on social status in 5-year-old children′s metaphorical concept system. 2)Under the two different themes, the difference of the figures between the high social status and low social status tend to change with children′s age. In the task of“a cop is chasing a thief”, the discrepancy between the size of a“cop”and a“thief”tend to decrease; while there is no such tendency in the other task, which indicates children′s spatial metaphorical concept system on social status has not been stable.

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The Relationship Between Self-determined Motivation and School Engagement for 8th Grade Students: The Mediating Effect of Achievement Goal Dong Cunmei, Liu Bingyao 2016, 14(1):  57-63.  Abstract ( )   PDF (636KB) ( )   References | Related Articles | Metrics Self-regulation academic questionnaire, achievement goal questionnaire and school engagement questionnaire are used in the sample of Tangshan 292 8th grade students. Correlation and path analysis results were as follows 1)The students self-determined motivation was positively correlated with mastery(approach, avoidance)goals, and negatively correlated with performance(approach, avoidance)goals; mastery(approach, avoidance)goals and performance approach goal were positively correlated with school engagement; self-determined motivation was positively correlated with school engagement. 2)The students mastery(approach, avoidance)goals and performance avoidance goal played full mediation effect between self-determined motivation and school engagement. Furthermore, the self-determined motivation played as an intermediary through mastery goal and positively predicated school engagement. The students performance avoidance goal didn′t play mediation effect between self-determined motivation and school engagement.

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The Relation between Junior High School Students′ Optimistic Attributional Style and Anti-frustration Ability: The Mediating Role of Self-esteem Liu zhijun, Liu xu, Li wei 2016, 14(1):  64-69.  Abstract ( )   PDF (691KB) ( )   References | Related Articles | Metrics There were three scales mentioned in the current study Junior High School Students′ Anti-frustration Ability, Self-esteem, and Optimistic Attributional Style. A sample of 574 junior high school students were recruited to participate in the study. The present study aimed to investigate the relationship between optimistic attributional style and anti-frustration ability, and the possible mediating role of self-esteem. The results showed that 1)There were significant relationship among Optimistic Attributional Style, Anti-frustration Ability and Self-esteem. 2)Positive attributional event could predict junior high school students′ anti-frustration ability. Meanwhile, self-esteem are partially mediated the effect of positive attributional event on anti-frustration ability. 3)Self-esteem are wholly mediated the relationship between negative attributional event and anti-frustration ability. These results indicated that the different property of attributional event played different role on its anti-frustration ability, and that self-esteem played an important mediating role between junior high school students′ optimistic attributional style and anti-frustration ability.

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The Predictive Relations between Executive Functioning and Theory of Mind from 3 to 5 Years of Age Guo Xiaolin, Ren Ping, Ma Fengling, Xu Fen 2016, 14(1):  70-79.  Abstract ( )   PDF (954KB) ( )   References | Related Articles | Metrics This longitudinal study examined the concurrent and predictive relations between executive functioning(EF) and theory of mind(ToM). Data were obtained from 155 children who were 3 and 4 years of age at Time 1 and one year older at Time 2. The results showed that both the 3 and 4 years of age children had higher EF and ToM scores at Time 2 than at Time 1. Individual differences in EF and ToM were relatively stable. The concurrent relation between EF and ToM was significant at 3 and 4 years of age but no at 5 years of age. Hierarchical regression analyses revealed that the EF at age 3 significantly predicted ToM at age 4 but EF at age 4 did not predict ToM at age 5, over and above the effects of age, maternal education, verbal ability, and prior performance on ToM tasks. However, a reciprocal relation was nonsignificant with the controls included. The findings provide partial support for the view that EF is a prerequisite for ToM.

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Relationship between Primary and Secondary Students′ Carelessness Phenomenon in Mathematics and Attention Ability Xu Xiaobo, Pang Weiguo 2016, 14(1):  80-86.  Abstract ( )   PDF (808KB) ( )   References | Related Articles | Metrics The present study aimed to investigate the relationship between primary and secondary students′ carelessness phenomenon and attention ability from an empirical view, and testified the effect of self-explanation training on improving academic achievement of careless students. Employing SART and Flanker Task, study 1 primarily compared the performance of sustained and selective attention between careful and careless students. Further, study 2 investigated whether self-explanation training could alleviate students′ carelessness in mathematic learning. The results showed 1)careful students outperformed careless students in selective attention, while no significant difference was found in sustained attention; 2)Self-explanation training could help careless students to improve mathematic achievement to some degree, but the intervention benefit was not significant than regular tutoring. This indicates, unable to inhibit task-irrelevant interference is an important reason that leads to carelessness, and short-term self-explanation training could not significantly improve careless students′ mathematic achievement.

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The Relationship between Cognitive Style and Entrepreneurial Intention of University Students: The Moderating Role of Gender Hu Xianqiu, Li Hailei, Zhang Wenxin 2016, 14(1):  87-94.  Abstract ( )   PDF (771KB) ( )   References | Related Articles | Metrics By investigating 1219 undergraduate students in Shandong Province with the questionnaires of Cognitive Style Indicator and Entrepreneurial Intention Scale of Undergraduates, we explore the relations among cognitive styles, gender and entrepreneurial intention. The results indicated that 1)Males reported higher levels of entrepreneurial intention than females; 2)cognitive styles of creating positively predicted both entrepreneurial goal intention and entrepreneurial implementation intention; 3)gender moderated the relation between cognitive styles of planning and entrepreneurial implementation intention. Specifically, cognitive styles of planning with females positively predicted entrepreneurial implementation intention more strongly than males.

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A Multivariate Generalizability Analysis of the Chinese Internet Addiction Scale(Revision) Chen Wei, Zhao Shouying 2016, 14(1):  95-99.  Abstract ( )   PDF (512KB) ( )   References | Related Articles | Metrics To explore the psychometric properties of the Chinese internet addiction scale(revision)for college students using the multivariate generalizability theory, we make the generalizability design of random measurement model, and 1200 students were surveyed with the Chinese internet addiction scale(revision). The results showed that the correlation coefficients among each factor were bigger than 0.92 in bi-factor structure, and their coefficients in five-factor structure were between 0.76 and 0.97. The generalizability coefficient and reliability index of the whole scale were bigger than 0.94. For each factor, they were about 0.90 in bi-factor structure and were between 0.74 and 0.85 in five-factor structure. In conclusion, the reliability was excellent for the whole scale and the proportion of each factor in the scale. It could be used for the norm-referenced test and the criterion-referenced test for college students.

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Forgiveness Could Reduce the Further Offenses: The Role of Guilt and Empathy Zhang Tian, Fu Hong 2016, 14(1):  100-105.  Abstract ( )   PDF (680KB) ( )   References | Related Articles | Metrics To explore whether forgiveness increase or reduce the further offenses, and the role of guilt and empathy in this relationship, a recall of an offensive event, a measurement of situational guilt, Guilt and Shame Proneness Scale and Basic Empathy Scale were used among 509 college students in Nanjing city. The results show 1)participants were more likely to repeat their transgressions against unforgiving victims than forgiving victims; 2)guilt was found a mediator between forgiveness and the behavior following forgiveness; 3)all the paths of mediation effect were moderated by a moderator empathy.

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Non-disables′ Stereotype towards the Disabled with Different Ability: A Study Based on Stereotype Content Model Xu Zhonggeng, Xi Yiying, Ma Ting, Zhang Feng 2016, 14(1):  106-113.  Abstract ( )   PDF (828KB) ( )   References | Related Articles | Metrics Based on Stereotype Content Model(SCM), the present study explored non-disables′ stereotype towards disabled persons with different ability. In experiment 1, using the revised questionare of SCM and selected pictures of disabled persons with different ability we investigated public′s explicit stereotype towards the disabled. In experiment 2, we used SC-IAT to explore public′s implicit stereotype towards them. Results found firstly, in explicit lever, participants showed high-competence and high-warmth evaluations towards the high-ability disabled persons, but low-competence and high-warmth towards the low-ability disabled persons; Secondly, in implicit lever, participants demonstrated high-competence and high-warmth evaluations towards the high-ability disabled persons, but low-competence and low-warmth towards the low-ability disabled persons; Thirdly, the effective ness of disabled people′s ability could significantly improve non-disables′ explicit and implicit stereotype towards the disabled.

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The Development of Self-concept of Migrant Children and Its Relationship with Mental Health Li Xiaoyan, Zhang Xingli, Shi Jiannong 2016, 14(1):  114-119.  Abstract ( )   PDF (719KB) ( )   References | Related Articles | Metrics To explore the development of self-concept of migrant children aged from 9- to 15-years old and its relationship with mental health. 644 migrant children from 4 schools and 441 city normal children randomly selected from Beijing area were invited to participate in the investigation. They were assessed with Song-Hattie self-concept inventory and mental health inventory for children to evaluate their self-concept and mental health. In general, the self-concept of migrant children tended to descend from 9 years old to 15 years old, and the self-concept of migrant children was lower than that of normal children. There were significant positive correlations between self-concept and mental health of migrant children. The findings of this study suggest that the self-concept of migrant children should be greatly concerned in the practical education.

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On the Basic Information Processing Unit in Chinese Reading Yan Guoli, He Liyuan, Song Ziming 2016, 14(1):  120-126.  Abstract ( )   PDF (692KB) ( )   References | Related Articles | Metrics Reading is a cognitive activity in which readers have to extract semantic from text and then integrate them into meaningful information. What is the basic unit that readers use to get information? As we all know that there are spaces between words in the alphabetic language. Words are generally considered as the basic unit of information processing. However, there is no space or other visual cues in Chinese writing system can be used as a word boundary. What′s more, Chinese readers even don′t know what a word is. There are different opinions on the basic information processing unit in Chinese reading characters, words, phrases, subjective words and so on. In this paper, we summarized related studies, and discussed the questions which should be answered probably in the future.

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The Relationship between Consciousness and Attention Lv Yong, Wang Chunmei 2016, 14(1):  127-133.  Abstract ( )   PDF (679KB) ( )   References | Related Articles | Metrics The relationship between attention and consciousness is one of the hot spots of cognitive psychology and neuroscience, and there has been controversy so far. On the basis of existing research, this paper analyzed and summarized systematically about the relationship between attention and awareness, from the early view of consciousness depending on attention, to the recent view of complete separation. We also reviewed the relationship between attention and consciousness at the neural level. At last, further direction was discussed based on the following points developing new experimental paradigm, considering the classification of attention, applying advanced technology and so on.

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Transformational Leadership from 2002 to 2015 in China Feng Cailing, Liu Lanhua, Zhang Lihua 2016, 14(1):  134-139.  Abstract ( )   PDF (802KB) ( )   References | Related Articles | Metrics Transformational Leadership has been a hot spot both in theoretical and practical field during the transformational period. In this study, we analyzed this body of research by performing a citation analysis on 86 research articles published in 17 academic journals over the past ten years(2002-2015). The frequency analysis identified the 86 papers, as well as research level, variable type, research perspective and research fruits. Finally, we propose some suggestions from the following aspects Firstly, concept of transformational leadership in China-western-imported and indigenous; Secondly, representative sample-common sample and typical sample; Thirdly, structure of Chinese transformational leadership and Chinese structure of transformational leadership; Fourthly, level research Individual, group, organization and difference; Last but not the least, indigenous research Context-bounded and context-specific.