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20 September 2017, Volume 15 Issue 5 Previous Issue    Next Issue

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A Crude Evaluation on the Two Roots of the Reproducibility Crisis in Psychology LUO Dasen 2017, 15(5):  577-586.  Abstract ( )   PDF (1028KB) ( )   References | Related Articles | Metrics The reproducibility crisis in psychology is known to have two roots, the root in the traditional statistical system of null hypothesis significance testing, and that in the academic tradition of psychology. This article was an attempt to crudely estimate the respective impacts of the two roots on the reproducibility crisis in psychology. The results reported by Open Science Collaboration (2015) were analyzed using the methods suggested by Goodman (1992) and by Cumming (2008) to roughly estimate the limiting influence on reproducibility imposed by the traditional system of statistics. The estimated limiting influence, although quite notable, appears to be far short of being able to account for the reproducibility rate as low as 36% indicated by the report, suggesting that factors other than the traditional system of statistics have played a tremendous role in the crisis. The model proposed by Ioannidis (2005) was adopted to analyze the possible impacts of factors other than the traditional system of statistics, and possible ranges of the joint impact of bias and the probability of true alternative hypotheses were extrapolated。 The analysis led to estimates indicating that, of all original positive results, only no more than one third, and probably even less, was true positive, and a considerable portion of these positive results was caused by bias. These results may help explicate how these factors are likely to contribute to the current crisis.

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The Effect of Attention on Audiovisual Speech Integration LYU Yong, GU Jiyou 2017, 15(5):  587-592.  Abstract ( )   PDF (764KB) ( )   References | Related Articles | Metrics The present research used the square and the triangle as visual stimuli and spoken words as auditory stimuli to investigate the effect of attention on multisensory speech integration. The visual and auditory stimuli were semantically congruent or incongruent. The results from a discrimination task showed that: 1) In the condition of divided attention, participants required less time to react to audiovisual semantic-congruent targets than other types of targets; that is the redundant signal effect; 2) According to the race model, the redundant signal effect in the condition of divided attention originated from the multisensory integration. To conclude, the multisensory integration occurred when the attention was divided between visual and auditory modality only in the semantic-congruent audiovisual stimuli.

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The Influence of Control Feelings on Duration Perception of Emotional Pictures in Deaf People ZHANG Feng, ZHAO Guoxiang, SUN Zhenzhen 2017, 15(5):  593-598.  Abstract ( )   PDF (570KB) ( )   References | Related Articles | Metrics To explore whether control feelings had an effect on duration perception of emotional pictures in deaf people, all stimuli were selected from Chinese Affective Face Picture System, and a 2 (Control Feelings: High & Low) × 2 (Valence: Positive & Negative) mixed design was adopted. The results showed that the main effect of control feelings and the interaction effect between control feelings and emotional valence reached significance. In the group of low control feelings, the positive pictures were judged lasting longer than the negative ones. However, in the group of high control feelings, there was no significant difference between positive pictures and negative pictures. In conclusion, control feelings had a significant influence on duration perception of emotional pictures in deaf people.

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The Effect of Second Language Proficiency for Chinese-English Bilingualisms on the Processing Strategy of English wh-Questions CHANG Xin, HE Jing, WANG Pei 2017, 15(5):  599-605.  Abstract ( )   PDF (512KB) ( )   References | Related Articles | Metrics This study investigated the processing of English wh-questions by high proficiency and low proficiency Chinese learners of English as a second language. Performance was evaluated in relation to parsing strategies and sensitivity to plausibility constraints by a stop making sense task. The result showed that only high proficiency subjects were using Filler-driven Strategy, but low proficiency subjects did not useit. Some evidences showed that they were likely to use the Gap as last resort strategy. And high proficiency could utilize semantic information (plausiblity constraints) to adjust parsing process, as shown by a reduction in the garden-path effect when the filler was implausible as the direct object of the verb, however the low proficiency subjects were totally immune from the plausibility constraints, which probably caused by the low working memory of English and the applying of Gap as last resort strategy.

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The Influence of Cognitive Style on College Students' Implicit Learning Under Different Research Paradigms LI Yanfen, ZHAO Ningning, ZHOU Tiemin 2017, 15(5):  606-612.  Abstract ( )   PDF (567KB) ( )   References | Related Articles | Metrics This study adopted artificial grammar paradigm and serial reaction time paradigm to study whether cognitive style affect college students' implicit learning. The study showed that cognitive style did not affect the implicit learning, and this conclusion was not affected by experimental paradigms. Under artificial grammar paradigm and serial reaction time paradigm, the differences between field independent learner and field dependent learner of implicit learning were not significant. Under the artificial grammar paradigm, the collaborative learning of field independent learner was better than single implicit learning and explicit learning, and better than the collaborative learning of field dependent learner.

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The Effect of Positive Emotion Experience on Creativity Based on an Empirical Study ZHANG Pengcheng, DING Mengxia, WANG Canming 2017, 15(5):  613-618.  Abstract ( )   PDF (553KB) ( )   References | Related Articles | Metrics To investigate how different types of positive emotional experience affect creativity in college students, this study randomly selected 60 college students and collected their behavior data, physiological data, and subjective reports. The study used single factor between-subject design with three levels(emotional experience types: moved, happy, and neutral)and measured college students' performances when they solved experimental problems about scientific invention. The results indicated that positive emotional experience effectively promoted creativity and different types of positive emotional experience have different effect on creativity. Specifically, moved experience and happy experience have a significant effect on creativity compared with neutral emotional experience while moved experience has a better effect than happy experience. Moreover, there was no gender difference in creativity regardless of positive experience types.

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Modulation of Implicit Emotion Process on Inhibition of Return Effect WU Xiaogang, SHI Liang, LI Leyuan, PAN Fada 2017, 15(5):  619-625.  Abstract ( )   PDF (1633KB) ( )   References | Related Articles | Metrics Inhibition of return is an inhibitory mechanism which refers to the position previously noticed showing slower response. Providing neural, positive and negative facial images as target stimulus, subjects were asked to perform detection task with ERPs technology. It was found that the data on the behavior and EEG record had significant IOR effect. According to EEG results, no effects on the component of P1 were found. However, the effect of IOR were found on N1 and N170. Compared with amplitude of the invalid cues, we found that the amplitude of N1 of the valid cues was larger, while the amplitude of N170 was smaller. Interestingly, there are emotion effect of N1, indicating that emotional face induced more attentional bias than neural face. More surprisingly, we found a significant interaction effect between emotion values and IOR. The simple effect showed that the amplitude of emotional face was larger than neural face. These results indicate that IOR at least partly arises from changes in perceptual process, and to a certain degree, implicit emotion process can modulate IOR.

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“Action-Evaluation” Effect: The Interaction Between Body Movement and Cognitive Activity WANG Hanlin, MO Lei 2017, 15(5):  626-632.  Abstract ( )   PDF (485KB) ( )   References | Related Articles | Metrics “Action-evaluation” effect, an embodiment effect referring to the relationship between pushing-pulling action and evaluation, is an important evidence for embodied cognition theory. Previous research about this effect suggested that a pulling action is related to approaching good objects whereas a pushing action is related to avoiding bad objects. Therefore, using these actions to evaluate the valence of the stimuli could trigger the “action-evaluation” effect. However, later studies found this effect is inherently malleable and can be conditioned. Correspondingly, this effect has been interpreted by several different accounts. Further research could continue to investigate the essence and the boundary of this effect.

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A Study on the Development of Preschoolers' Object Mastery Motivation LIU Shuang, ZHANG Xiangkui 2017, 15(5):  633-642.  Abstract ( )   PDF (783KB) ( )   References | Related Articles | Metrics The developmental characteristics of preschoolers' object mastery motivation were examined using semi-structured observation method of free-play. The results showed that 1) as children's ages increased, their persistence on materials with more cognition engaged and less effect produced improved significantly, and the transition in mastery decreased significantly. Whereas, interest in materials with less cognition engaged and more effect produced dropped from age 4 to 5 and raised from age 5 to 6; 2)there were significant differences among persistence and interest on various materials for children aged 4-6; 3) the interactive influences of age and material type on persistence and interest were significant.

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The Relations Between Tone, Onset-Rime, Phoneme Awareness and Chinese Early Reading for 3-12 Years Old Children: Evidence from a Meta-Analysis WU Qiuping, CHENG Puiwan, LIU Xianghui 2017, 15(5):  643-653.  Abstract ( )   PDF (633KB) ( )   References | Related Articles | Metrics Although phonological awareness has been found to be a strong predictor for children's reading achievement across alphabetic languages, its role in Chinese, a morpho-syllabic language, has not been consistently shown in the previous studies. The purpose of the present study was to synthesize studies that reported the relationship between phonological awareness (PA) and Chinese word reading (CWR) and firstly attempt to explain the variability among studies in terms of linguistic unit (i.e., tone, syllable, onset/rime, phoneme) and cognitive operation complexity (such as isolation, blending, et al.). The final database for meta-analysis contained 59 studies with a total of 12514 participants aged 3-12. The results indicated that PA was significantly correlated with CWR (r=0.31). The additional moderator analyses showed that: 1) the effect size was consistent across age groups; 2) the paradigm with simple operation (i.e., detection and deletion, r=0.27-0.34) had stronger predictive effect on CWR; 3) PA at the tone (r=0.37) and syllable level (r=0.33) was more closely related to CWR for young children than onset-rime (r=0.27) and phoneme level (r=0.23). Obviously, the result supported the hypothesis of Psycholinguistic Grain Size Theory.

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Peer Victimization and Emotion Adjustment During Middle and Late Childhood: The Mediating Roles of Attributions DONG Huiqin, ZHANG Wenxin 2017, 15(5):  654-662.  Abstract ( )   PDF (664KB) ( )   References | Related Articles | Metrics The aim of this study was to investigate the effect of peer victimization on children's emotion adjustment, and further explored the mediating role of attribution. The participants were 929 children aged 3 to 6 from two primary schools, and four questionnaires were used in this study: Multidimensional Peer Victimization Scale (revised Chinese version), Social Anxiety Scale for Children, Children's Loneliness Scale and Why Kids Pick on Me Scale (revised Chinese version). The results indicated that: 1) Children's attributions to peer victimization included three dimensions which were dislike each other, personal shortcoming and peer jealousy. 2) Physical victimization and relational victimization had no direct effects on social anxiety, but social anxiety was indirectly influenced by the mediating role of dislike of each other. 3) Physical victimization had no direct effect on loneliness, but loneliness was indirectly influenced by the mediating role of dislike of each other. Relational victimization had direct positive effect on loneliness, and loneliness was indirectly influenced by the mediating roles of dislike of each other, personal shortcoming and peer jealousy. Conclusions: During middle and late childhood, attributions include three dimensions (including dislike each other, personal shortcoming and peer jealousy). The mediating roles of children's attribution varied with the types of peer victimization and emotion. Peer jealousy could reduce children's loneliness caused by relational victimization.

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How Core Self-Evaluations Influences Life Satisfaction in Adolescents: The Mediating Effects of Hope GUO Jichang, YE Yiduo 2017, 15(5):  663-668.  Abstract ( )   PDF (558KB) ( )   References | Related Articles | Metrics Core Self-Evaluations Scale (CSES), Children's Hope Scale (CHS) and Adolescent Students' Life Satisfaction Scale (ASLSS) were used by 934 adolescent students to explore the relationship among core self-evaluations, hope and life satisfaction and the mediating effect of hope between core self-evaluations and life satisfaction in adolescents. The results showed that: 1) Significant positive correlation existed among core self-evaluations, hope and life satisfaction in adolescents; 2) Core self-evaluations positively influenced life satisfaction directly, and also through hope indirectly, and hope played a mediating effect in the relationship between core self-evaluations and life satisfaction in adolescents.

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The Influence of Contextual Enrichment and Repeated Exposure of New Words on Incidental Vocabulary Learning for Children in Primary School LIU Nina, HE Miao, LI Kejia, LIU Zhifang, LIANG Feifei, YAN Guoll 2017, 15(5):  669-674.  Abstract ( )   PDF (504KB) ( )   References | Related Articles | Metrics This study investigated the influence of contextual enrichment and repeated exposure of new words on Incidental Vocabulary Learning in children repeated reading. Three learning conditions were set up in the experiment: multi context repetition, single context repetition, and baseline. The results showed that both the fixation time reflecting in the early stage of word processing and the total gaze time reflecting in the late stage indicate that the processing time of words was significantly shorter than the single context repetition and baseline conditions, and there was no difference between the latter two. The results indicated that the use of rich contextual cues in repeated reading is the main reason for incidental vocabulary development, however, new words are simply repeated exposures has no obvious effect, further proved that repetition of words can improve the quality of children's new words learning only in a rich context. The implications of contextual richness and repetition in incidental vocabulary learning theory and Chinese practical teaching will be discussed.

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The Effectiveness of Multi-sample Training for Children Aged 4 to 7 by Establishing Relational Frame on Metaphors MAO Xiaoling, WANG Fenfen, CAO Jing, ZHU Zhuohong 2017, 15(5):  675-682.  Abstract ( )   PDF (706KB) ( )   References | Related Articles | Metrics The purpose of this study is to examine the effectiveness of enhancing the ability to comprehend metaphors for children aged 4 to 7 by multi-sample training. 56 children trained by using the multi-sample training and by composing our own metaphor stories and questions according to the Relational Framing Theory are tested. The result shows that the ability to comprehend metaphors for children aged 4 to 7 increases with their age, and there are significant differences between children belonging to each age group in their ability to comprehend metaphors. The effect shows significant difference between each experimental stage. The correctness of the children's answers can be significantly influenced by their retelling ability, familiarity of context, and understanding of vocabularies. Familiarity of context might have a bigger impact on their ability to comprehend metaphors than understanding of vocabularies. The conclusion is that the ability of children to establish the relationship between tenor and vehicle in a metaphor is influenced by factors such as familiarity of context and understanding of vocabularies. Multi-sample training is effective in enhancing children's ability to comprehend metaphor by helping children to distinguish relationships such as correlation and distinctiveness. Multi-sample training can be further applied to reasoning of metaphors not yet learned by children.

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The Mediating Effects of Note-taking Strategies on the Relations Between Problem Awareness and Academic Performance of College Students SONG Dongqing, LIU Dianzhi, FU Ying 2017, 15(5):  683-690.  Abstract ( )   PDF (674KB) ( )   References | Related Articles | Metrics In order to investigate the practical level of college students' problem awareness and note-taking strategies, the college students' note-taking were textually analyzed with the content analysis method in the study. The relationship among problem awareness, note-taking strategies and academic performance of college students were examined as well. The results indicate that: 1) The current situation of college students' problem awareness, as well as the categories, frequencies and practical level of note-taking strategies could be effectively examined with the textual content analysis method. 2) Though there were advantageous preferential and variable note-taking strategies in the students' notes, their problem awareness was weak, however. Besides, students were significantly different on both the level and gender in problem awareness, note-taking strategies and academic performance. 3) College students' academic performance are positively related to both the numbers and frequency of note-taking strategies and problem awareness. Note-taking strategy numbers served as a mediator in the effect of problem awareness on academic performance. The regulation of gender was no significant in the effect of note-taking strategies level on academic performance.

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The Bad Apple Effect in Interpersonal Trust and Its Transmission LIU Guofang, XIN Ziqiang, LIN Chongde 2017, 15(5):  691-696.  Abstract ( )   PDF (672KB) ( )   References | Related Articles | Metrics Bad apple effect means that individuals would turn to be unethical after observing another's unethical behaviors such as cheating. It is important to investigate whether the third party's untrustworthy behavior would inhibit observer's trust and how profound this effect would be to affect the behaviors of the second- and third-hand observers. To investigate these questions, this study designed a trust game with transmission chain. It was revealed that participants' trust toward their own partners was inhibited by observing the third party's untrustworthy behavior. Trustors who observed the third party's untrustworthy behavior expected their own partners as less trustworthy, and this expectation was positively correlated with the real trustworthiness of their partners. Fortunately, the bad apple effect in interpersonal trust diminished with the transmission of trust games. Trust level of participants, especially which of participants who observed the third party's untrustworthy behaviors, restored gradually.

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Stress and Adolescents' Smoking: The Moderating Effect of Personality and Gender FENG Yonghui, PENG Yunshi 2017, 15(5):  697-701.  Abstract ( )   PDF (609KB) ( )   References | Related Articles | Metrics 2415 middle school students were selected to complete the Adolescent Life Events Questionnaire (ALEQ), Big Five Personality Questionnaire (NEO-FFI) and the questionnaire of Middle School Students' Smoking Behavior. Results show stress was positively related to adolescents' smoking，and the openness and the agreeableness of the five personality were negatively correlated with adolescents' smoking. The agreeableness plays a moderating role in the effects of stress on adolescents' smoking. Gender also plays a moderating role in the effects of stress on adolescents' smoking.

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The Development of the Questionnaire of College Students' Parent-Child Interaction and its Relationship with Depression WANG Yuhao, LIU Huijun, DAI Bibing 2017, 15(5):  702-708.  Abstract ( )   PDF (584KB) ( )   References | Related Articles | Metrics The first aim of this study was to assess the reliability and validity of the parent-child interaction questionnaire in college students, in which the preliminary survey was derived from 125 subjects, and the exploratory factor analysis was adopted in order to explore the factor structure of the questionnaire. 306 college students were employed for the new parent-child interaction questionnaire and self-rating depression scale (SDS). Confirmatory factor analysis (CFA) was used to examine the structure validity of the questionnaire. Internal consistency reliability and split-half reliability of the questionnaire were then examined. The predictability that parent-child interaction predicts depression was explored via regression analysis. Results showed this 21-item questionnaire included factors of caring, self-disclosure, family activities and communication of economy. Factor load ranged from 0.46 to 0.78, with explain rate of 58.92%, Reliability and validity were acceptable, which included internal consistency reliability (ranges from 0.71 to 0.89), split-half reliability (ranges from 0.66 to 0.78), and fit indices in CFA(χ2/df=1.492, RMSEA=0.06). The four dimensions were all significantly connected with the score of depression. Self-disclosure and family activities were associated negatively with depression.

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Regulatory Emotional Self-efficacy as Mediator of the Relationship Between Neuroticism, Conscientiousness and Flourishing LIANG Sancai, WU Haimei 2017, 15(5):  709-713.  Abstract ( )   PDF (617KB) ( )   References | Related Articles | Metrics The purpose of this study is to explore whether regulatory emotional self-efficacy mediated the relationship between neuroticism, conscientiousness and flourishing of college students. The results indicated that: 1) There was negative correlation between neuroticism and the self-efficacy in expressing positive affect, the self-efficacy in regulating negative affect, and flourishing. 2) Conscientiousness positively correlated with the self-efficacy in expressing positive affect, the self-efficacy in regulating negative affect and flourishing. 3) There was positive correlation between flourishing and the self-efficacy in expressing positive affect, the self-efficacy in regulating negative affect. 4) Neuroticism influenced flourishing through the mediation of regulatory emotional self-efficacy. At the same time, conscientiousness not only had direct effect on flourishing, but also influenced flourishing through the mediation of regulatory emotional self-efficacy.

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Influence of Marital Satisfaction on Child Psychological Adaptability: Multiple Mediation Effects of Adult Attachment, Child-Parent Attachment, Parents' Emotional Expressiveness ZHOU Liuling, LI Xin, LIU Tong, CHEN Yiwen 2017, 15(5):  714-720.  Abstract ( )   PDF (654KB) ( )   References | Related Articles | Metrics The aim of the current study was to investigate the influence of marital satisfaction on child psychological adaptability and the multiple mediation effects of adult attachment, child-parent attachment, parents' emotional expressiveness. 390 pupils and their parents participated in the questionnaire survey. The results showed that fathers'(mothers') marital satisfaction influenced their children's psychological adaptability through 6 paths respectively: 1)fathers' (mothers') marital satisfaction influenced children psychological adaptability through fathers' avoidant, fathers' positive emotional expressiveness, child-father attachment; 2)fathers' (mothers') marital satisfaction influenced child psychological adaptability through fathers' avoidant, mothers' positive emotional expressiveness, child-mother attachment; 3)fathers' (mothers') marital satisfaction influenced child psychological adaptability through mothers' avoidant, fathers' positive emotional expressiveness, child-father attachment; 4)fathers' (mothers') marital satisfaction influenced child psychological adaptability through mothers' avoidant, child-father attachment; 5)fathers' (mothers') marital satisfaction influenced child psychological adaptability through mothers' avoidant, child-mother attachment; 6)fathers'(mothers') marital satisfaction influenced child psychological adaptability through mothers' avoidant, mothers' positive emotional expressiveness, child-mother attachment.