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20 March 2021, Volume 19 Issue 2 Previous Issue    Next Issue

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The Influence of Event Segmentation on Duration Perception: A Research of Memento Effect ZHANG Jiaxin, CHEN Xuan, QIAN Binbin, HAN Dan, WANG Lu, ZHANG Zhijun 2021, 19(2):  145-151.  Abstract ( )   HTML ( )   PDF (536KB) ( )   References | Related Articles | Metrics Memento effect refers to the phenomenon that when a continuous motion is divided into multiple segments and presented in an inverted order, the observer estimate the motion`s duration to be shorter. Whether this effect arises from event segmentation or spatiotemporal predictability is still unknown. Based on the previous paradigm, this study explored this issue by keeping the spatiotemporal predictability unchanged, and inducing event segmentation (Experiments 1, 2), or maintaining the number of perceived events unchanged and changing spatiotemporal predictability (Experiment 3). It was found that event segmentation can lead to a shortened duration estimation, while changes in the spatiotemporal predictability have no effect. It can be seen that memento effect arises from the change in the number of perceived events, and event segmentation under the memento paradigm can lead to a shortened duration estimation.

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Differences of Responsibility Comparison and Distribution Evaluation in Cooperation: An ERPs study CHEN Yan, JIANG Ting, LI Wei, CHEN Qulin, PAN Yun, HU Siyao 2021, 19(2):  152-159.  Abstract ( )   HTML ( )   PDF (985KB) ( )   References | Related Articles | Metrics Using the event-related potential (ERP) technique, the present study investigated how context-based social comparison and distribution affect individuals’ outcome evaluation in a cooperative task and their associated EEG responses. Three task variables including context (contribution vs. responsibility), comparison (more vs. less) and distributive principle (equity vs. equality) were manipulated. The results revealed that compared to the contribution based context, responsibility induced larger FRN and smaller P3; furthermore, there was no difference in terms of FRN and P3 induced by more or less contribution. However, the more responsibility condition triggered larger FRN and smaller P3 than the less responsibility condition. In the distribution phase, feedback by monetary penalty elicited larger FRN than feedback by monetary rewards, and the equity based principle elicited larger P3 than the equality based principle. These results indicate that self-service bias appears only in the responsibility comparison rather than the distributive evaluation.

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The Influence of Emotional Valence and Motivational Emotion on Creativity DU Xiayu, SHI Congrong, ZHAO Ziyi, XUE Ting 2021, 19(2):  160-165.  Abstract ( )   HTML ( )   PDF (556KB) ( )   References | Related Articles | Metrics This study explored the correlation between emotion and creativity by using pictures as the stimulus for emotional priming and Alternate Uses Test as a tool for measuring creativity. A 2 (emotional valence type: positive, negative) × 2 (motivational emotion types: high-survival motivation, low-survival motivation) design was used to test the correlation between emotional valence and motivational emotion. The results showed that the main effect of emotional valence was significant. The fluency, flexibility, novelty and total score of the positive emotions group were significantly higher than those of the negative emotions group. The results also showed that the creativity fluency, flexibility and total score of the low-survival motivational emotion were significantly higher than those of the high-survival motivational emotion, and thus the main effect of motivational emotion was significant. We also realized that the interaction between emotional valence and motivational emotion was not significant. Taken together, our findings indicate that positive emotions lead to more creative activities than negative emotions. The level of creativity under low-survival motivational emotion is higher than that under high-survival motivational emotion, but there is no interaction between emotional valence and motivational emotion on creativity.

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Visual Field Preference and Reference Strategy in Comparative Visual Search WU-REN Qimuge, ZHAO Aoxue, WANG Yuhan, ZHUANG Xiangling, MA Guojie 2021, 19(2):  166-171.  Abstract ( )   HTML ( )   PDF (632KB) ( )   References | Related Articles | Metrics This study examined both visual field preference (left/right and upper/lower visual fields) and the utilized reference strategy in tasks of comparative visual search. Participants were asked to spot the difference between two images (shown side by side) that were presented either horizontally or vertically on paper (Experiment 1A and 1B) or on a computer screen (Experiment 2A and 2B). The behavioral and eye movement data suggested that participants had a bias for the use of an upper-reference strategy, but they had no strong bias for the use of a left- or right-reference strategy in comparative visual search. The implications and mechanisms were discussed.

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The Effect of Alternating-Color Word Boundary on Oral and Silent Reading in Grade 1 Chinese Children: Evidence from Eye Movements SONG Ziming, WANG Yingchao, LIU Nina, HAN Yinghong, YAN Guoli 2021, 19(2):  172-178.  Abstract ( )   HTML ( )   PDF (553KB) ( )   References | Related Articles | Metrics To explore the effect of word boundary on different reading modes, the present study compared the effect of word boundary on first grader’s oral and silent reading discourse with alternating colors to mark word boundaries by eye-tracking technology. The results showed that word boundary significantly improved the reading efficiency of first grader’s reading aloud, and this promotion was mainly in the late vocabulary processing and information integration stage. However, there was no significant facilitation effect on silent reading. The findings illustrated that word boundary with alternating colors had a greater facilitation effect on oral reading compared with silent reading.

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The Role of Character Positional Frequency on College and Primary Student in Oral Reading LIAN Kunyu, MA Jie, WEI Ling, ZHANG Shuwei, BAI Xuejun 2021, 19(2):  179-185.  Abstract ( )   HTML ( )   PDF (525KB) ( )   References | Related Articles | Metrics This research used eye tracking technology. The positional frequency of the initial and final characters of words had been controlled in oral reading. Young adults and third-grade students had been recruited as participants, to explore the effect of the positional frequency of the initial and final characters of words in Chinese oral reading. The results showed that, in the early, middle, and late stages of oral reading, relative to college students, third-grade students depended more heavily in word segmentation on the positional frequency of the initial and final characters in words. In conclusion, the positional frequency of the initial and final characters in words were important cues in word segmentation. As less skilled and less experienced readers, third-grade students depended more on the positional frequency of the initial and final characters in words than college students did.

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Heterogeneity of Psychological Capital of Rural Primary Boarders and Its Social Adaptation: Evidence Based on Latent Profile Analysis WU Min, SUN Liping, LIANG Lichan, BIAN Yufang 2021, 19(2):  186-192.  Abstract ( )   HTML ( )   PDF (643KB) ( )   References | Related Articles | Metrics Based on the latent profile analysis (LPA), the heterogeneity, demographic characteristics and social adaptation of the psychological capital of primary school boarding students were studied. The psychological capital questionnaire for rural primary school boarding students, positive and negative emotion scale and prosocial behavior scale were adopted to test 660 rural primary school boarding students in Jiangxi Province. The results were as follows: 1) There were obvious heterogeneity in the psychological capital of boarding students in rural primary schools, which were divided into three types: “low psychological capital type”, “medium psychological capital type” and “high psychological capital type”. 2) In terms of different types of psychological capital, there were no significant differences in gender, grade and family SES, while there were significant differences in the frequency of returning home and family structure. Specifically, compared with those boarding students who returned home once more than a week and those who lived in an incomplete family, those boarding students who returned home once a week or those who lived in an intact family tended to be classified as “low psychological capital type”. 3) Different types of boarding students had significant differences in social adaptation. The boarding students of “high psychological capital type” performed significantly better than those of “low psychological capital type” and “medium psychological capital type” in terms of emotion adaption, behavior adaption and academic performance.

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The Effect of Parenting Style on ADHD Symptoms in School-Age Children: The Mediating Role of Peer Rejection GU Li, LI Yujie, ZHOU Guangdong 2021, 19(2):  193-200.  Abstract ( )   HTML ( )   PDF (699KB) ( )   References | Related Articles | Metrics The goal of the present study was to investigate the mediating effect of peer rejection between parenting styles and ADHD symptoms in school-age children. A total of 801 school-age children from 7 to 11 years old participated in this study. The results of parenting style of the self-report of parents and mutual assessment of couples showed that authoritative parenting style negatively related to ADHD symptoms and authoritarian parenting style positively related to ADHD symptoms. There was no direct effect of authoritative parenting style on ADHD symptoms in the fathers’ self-assessment or in their assessment of the mother’s parenting style. The results of children reporting parenting style showed that only the mother’s authoritarian parenting style positively related to ADHD symptoms. The results of the three estimators all showed that peer rejection played a mediating role between the paternal authoritarian parenting style with respect to ADHD symptoms.

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Parental Harsh Discipline and Children’s Anxiety: The Mediating Role of Family Cohesion ZHAI Peixin, HU Yuxiang, LIU Li 2021, 19(2):  201-208.  Abstract ( )   HTML ( )   PDF (670KB) ( )   References | Related Articles | Metrics The current study aimed to explore the mediating role of family cohesion in the relations between parental harsh discipline (psychological aggression and corporal punishment) and children’s anxiety, and to examine how the relations varied as a function of child gender. A total of 605 elementary school-age children participated in the questionnaire survey. Results showed that: 1) Parental harsh discipline was negatively correlated with family cohesion, and was positively correlated with children’s anxiety. Family cohesion was negatively correlated with children’s anxiety. 2) Family cohesion mediated the relations between paternal and maternal psychological aggression and maternal corporal punishment and children’s anxiety. 3) There were significant child gender differences in the mediating effects of family cohesion in the relations between parental harsh discipline and children’s anxiety.

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The Effects of Teacher Support and Peer Support on Psychological Crisis in Chinese Adolescents: The Mediating Role of Perceived Discrimination SUN Fang, LI Huanhuan, BAO Jiamin, ZHEN Ziang, SONG Wei, JIANG Songyuan 2021, 19(2):  209-215.  Abstract ( )   HTML ( )   PDF (725KB) ( )   References | Related Articles | Metrics The present study aimed to explore the role of perceived discrimination on the relationship between teacher support, peer support and psychological crisis. A total of 2268 middle school students were recruited and required to complete Teacher Support Questionnaire (TS), Peer Support Scale (PS), Perceived Discrimination Questionnaire (PD) and Psychological Crisis Questionnaire (PCQ). Structural equation modeling was used to explore the interactive effects of TS, PS, and PD on PCQ. The results showed that the TS and PS scores significantly and negatively predicted the PCQ scores. Perceived discrimination mediated the effects of teacher support on psychological crisis in female and male students. However, the direct effect of peer support on psychological crisis existed in female rather than male students. These findings imply that dysfunctional cognitive styles may play a potential role in development of psychological crisis in adolescents. Future intervention program may focus on disputing dysfunctional cognitive styles and improving social support resource in adolescents.

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The Effect of Sibling Relationship on Adolescents’ Prosocial Behavior: The Roles of Moral Disengagement and Empathy GAO Ling, HUA Suqing, LI Peipei, YANG Jiping, WANG Xingchao 2021, 19(2):  216-222.  Abstract ( )   HTML ( )   PDF (653KB) ( )   References | Related Articles | Metrics The current study sought to examine whether sibling relationship is significantly related to adolescents’ prosocial behavior and whether this relationship is mediated by moral disengagement. Further, we examined whether empathy moderates the direct and indirect relationships between sibling relationship and adolescents’ prosocial behavior. A total of 659 adolescents from Shanxi Province completed the questionnaires, regarding their experience with sibling relationship, prosocial behavior, empathy, moral disengagement. Results showed that adolescents with positive sibling relationship were likely to engage in prosocial behavior. Moral disengagement significantly mediated the relationship between sibling relationship and prosocial behavior. Furthermore, empathy moderated the indirect relationship between sibling relationships and adolescents’ prosocial behavior via moral disengagement. Specifically, the path from sibling relationship to moral disengagement became weakened when adolescents had high levels of empathy.

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Developmental Trajectories of Depression and Academic Achievement in Children: Based on Parallel Latent Growth Modeling YAO Wenyu, ZHANG Wen, LIU Ying, ZHANG Simin, DING Xuechen, XU Gangmin 2021, 19(2):  223-229.  Abstract ( )   HTML ( )   PDF (813KB) ( )   References | Related Articles | Metrics In order to explore the developmental trajectories of depression and academic achievement in China, self-reports and teacher ratings were used to collect three-year longitudinal data annually among 535 elementary school children in grade 3 and 4. The present study examined the predictive relations between depression and academic achievement through cross-lagged analysis and parallel latent growth modeling. The results indicated that: 1) Children’s depression and academic achievement were stable across three years. Depression negatively predicted academic achievement in the following year, but not vice versa. 2) The intercept of academic achievement negatively predicted the developmental slope of depression. These findings suggest that academic achievement might be a protective factor for depression among Chinese children, which enlightens future research on children’s emotional adjustment.

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The Effect of Childhood Maltreatment on College Students’ Depression: The Role of Neurotic Personality and MAOA Gene rs3027407 Polymorphism PENG Liyi, HU Yiqiu, ZENG Zihao, ZHAN Lin 2021, 19(2):  230-236.  Abstract ( )   HTML ( )   PDF (678KB) ( )   References | Related Articles | Metrics To investigate the relationship and internal mechanism of childhood maltreatment, neurotic personality, MAOA gene rs3027407 polymorphism and depression among college students, a total of 311 college students were recruited in the current study. After given informed consents, they completed the Chinese Version of Childhood Trauma Questionnaire, Center for Epidemiological Studies Depression Scale (CES-D) and Eysenck Personality Questionnaire - the Neurotic Subscale. And DNA typing was performed after blood sampling by professional nurses. The results showed that: 1) childhood maltreatment, neurotic personality and college students’ depression were positively and significantly correlated with each other; 2) the effect of childhood maltreatment on depression in college students was almost fully mediated by neurotic personality; 3) MAOA gene rs3027407 polymorphism moderated the effect of neurotic personality on college students’ depression.

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Children’s Intention Judgment Under Different Norms: The Side-Effect Effect LIU Xiping, YUN Yifei, CHAI Kaixuan, LI Nan, TANG Weihai 2021, 19(2):  237-243.  Abstract ( )   HTML ( )   PDF (531KB) ( )   References | Related Articles | Metrics The present study examined whether preschoolers could use a rational strategy to infer the mental state of the protagonist under different norms. Preschoolers accepted a “reward and punishment task” after judging the behavior intention of the protagonist. Their judgment of “with or without” intention and the number of stars assigned to the protagonist were the indicators of side-effect effect. Results showed that: 1) preschoolers performed equally well in the judgment of “with or without” intention for the behaviors that brought about the positive and negative “side effects”; 2) they tended to reward the actor who brought about positive “side effects” more stars than those who brought about negative “side effects”; 3) the influence of “side effects” valence on distributive behavior was consistent among four-, five-, and six-year-old children; 4) the influence of side-effect valence on distributive behavior of four-, five-, and six-year-old children was also consistent under both moral and conventional norms. These results indicate that: 1) The number of assigning stars is a more sensitive indicator to study the intention judgment of young children. 2) Young children judge the behaviors that violated the norms as intentional while judging the behaviors that conformed to the norms as unintentional. Moreover, this kind of asymmetrical inference is stable among four- to six-year-olds. In addition, there is no difference of such performance across different norms. 3) The results provide support for the rational accounts view of side-effect effect for the intentional judgment.

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Moderating Role of Resilience in the Relationship Between Posttraumatic Stress Disorder and Antisocial Behavior Among Adolescents After Jiuzhaigou Earthquake LIU Aiyi, WU Xinchun 2021, 19(2):  244-251.  Abstract ( )   HTML ( )   PDF (729KB) ( )   References | Related Articles | Metrics This study explored whether resilience moderated the relationship between various symptoms of posttraumatic stress disorder (PTSD) and antisocial behavior. Ten months after the Jiuzhaigou earthquake, 621 middle school students in Jiuzhaigou were assessed using the following systems: Measures of Traumatic Exposure Questionnaire, PTSD Checklist for DSM-5, Child Behavior Checklist, and Resilience Scale in this survey. The results showed that: 1) intrusion symptom, hyperarousal symptom, negative alterations in cognitions and mood symptom, and PTSD had significantly positive effects on antisocial behavior; 2) resilience played a significant moderating role in the effects of intrusion symptom, hyperarousal symptom, and PTSD on antisocial behavior; 3) intrusion symptom, hyperarousal symptom, and PTSD symptoms were associated with more antisocial behavior for individuals with lower resilience.

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The Influence of Social Support on Adaptation of Hearing-Impaired College Students: Mediating Effect of Psychological Resilience YAN Guangfen, JIANG Kun, LAN Zebo, DING Xiaohui 2021, 19(2):  252-257.  Abstract ( )   HTML ( )   PDF (579KB) ( )   References | Related Articles | Metrics The present study investigated the relationship among social support, psychological resilience, and adaptation of the hearing-impaired college students, and tested the mediating role of psychological resilience in the association between social support and adaption. A total of 214 hearing-impaired college students in Tianjin were investigated by using the Adolescent Social Support Scale, Adolescent Psychological Resilience Scale, and Deaf College Students Adaptation Scale. The results showed that: 1) social support had a positive predictive effect on adaptation of the hearing-impaired college students; 2) social support positively predicted psychological resilience of the hearing-impaired college students; 3) psychological resilience had a positive predictive effect on adaptation of the hearing-impaired college students, and it played a mediating role between social support and adaptation. In conclusion, social support not only has a direct effect on adaptation of the hearing-impaired college students, but also has an indirect effect on the adaptation through psychological resilience.

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Intergenerational Transmission of Filial Piety in Two- and Three-Generation Families and the Role of Parental Involvement GUO Xiaolin, QIN Huan, LUO Liang 2021, 19(2):  258-264.  Abstract ( )   HTML ( )   PDF (690KB) ( )   References | Related Articles | Metrics To investigate the influence of father’s and mother’s filial piety on child’s filial piety, as well as the potential mediating roles of parental involvement in the intergenerational transmission of filial piety in both two- and three-generation families, a total of 572 sixth grade students and their parents completed the questionnaire survey. The results showed that: 1) In the two-generation families, mothers’ reciprocal filial piety positively predicted children’s reciprocal filial piety, while mothers’ authoritarian filial piety negatively predicted children’s reciprocal filial piety. In the three-generation families, mothers’ reciprocal filial piety positively predicted children’s reciprocal filial piety, while mother’s authoritarian filial piety negatively predicted children’s reciprocal filial piety. Moreover, fathers’ authoritarian filial piety positively predicted children’s reciprocal and authoritarian filial piety. 2) In the two-generation families, maternal involvement not only mediated the relationships between mothers’ reciprocal filial piety and children’s reciprocal filial piety, but also mediated the relationships between mothers’ authoritarian filial piety and children’s reciprocal filial piety. In the three-generation families, maternal involvement mediated the relationships between mothers’ reciprocal filial piety and children’s reciprocal filial piety. These results suggest that parents play an important role in shaping their children’s filial piety in both two- and three-generation families.

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Cellphone-Specific Parenting Practices and Chinese Adolescents’ Cellphone Use and Addiction: A National Survey MA Rongzi, MENG Haoran, YAN Lili, CHEN Yu, CAO Hongjian, ZHOU Nan, Deng Linyuan, ZHANG Jintao 2021, 19(2):  265-272.  Abstract ( )   HTML ( )   PDF (671KB) ( )   References | Related Articles | Metrics Based on data from 8264 Chinese adolescents and their parents, this study examined associations between cellphone-specific parenting practices and adolescents’ cellphone addiction and the potential mediating roles of cellphone use time spent on various functions in such associations. Results indicated that: a) Parental communication and knowledge directly and negatively predicted adolescents’ cellphone addiction, and parental monitoring was associated positively and directly with adolescents’ cellphone addiction. b) A suppression effect emerged such that parental communication was associated positively with adolescents’ cellphone use time spent on entertainment and communication, which, in turn, positively predicted adolescents’ cellphone addiction. c) Adolescents’ cellphone use time spent on study served as a mediator in the association between parental communication and adolescents’ cellphone addiction. d) Another suppression effect emerged such that parental monitoring negatively predicted adolescents’ cellphone use time spent on entertainment and communication, which further positively predicted adolescents’ cellphone addiction. The results suggest that parents engaging in cellphone-specific behavioral monitoring, high quality communication and warmth can help reduce the incidence of adolescents’ cellphone addiction.

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Impact of Transformational Leadership on College Teachers’ Change Support Behavior: A Moderated Mediation Model CAO Xiaoli, PENG Chen, ZHANG Wangqiong 2021, 19(2):  273-279.  Abstract ( )   HTML ( )   PDF (764KB) ( )   References | Related Articles | Metrics Based on social exchange theory and self-determination theory, the purpose of present study was to explore the impact mechanism of transformational leadership on college teachers’ change support behavior. A questionnaire survey was conducted among 122 leaders and 327 subordinate teachers. The results showed that: 1) The transformational leadership had a positive impact on teachers’ change support behavior. 2) Affective commitment to change played a full mediating role between transformational leadership and teachers’ change support behavior. 3) Proactive personality positively moderated the mediation effect of affective commitment to change between transformational leadership and teachers’ change support behavior. The mediating effect was found to be more significant among college teachers with high level of proactive personality than among those with low level of proactive personality.

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Personality Types of Primary and Secondary School Teachers and Their Moderating Effects on the Relationship Between Work Family Balance and Work Performance ZENG Lianping, TIAN Dandan, HUANG Yafu, ZHAO Shouying 2021, 19(2):  280-286.  Abstract ( )   HTML ( )   PDF (972KB) ( )   References | Related Articles | Metrics Using the method of latent profile, the present study was to analyze and explore the personality types of primary and middle school teachers, and to test its role in regulating the relationship between work family balance and work performance. The results of a survey of 895 primary and middle school teachers in Guizhou showed that: 1) The personality of primary and middle school teachers could be classified into three types (i.e., over-controlling, mental resilient, and emotional). Among them, the proportion of teachers with mental resilient type was the highest, followed by the emotional type, and the proportion of teachers with over-controlling type was the least. There were significant differences in work performance between teachers of different personality types. 2) Personality types moderated the relationship between work family balance and work performance. The work family balance of teachers with mental resilient type or with emotional type was significantly positive in predicting work performance, while that of teachers with over-controlling personality had no positive predictive effect on work performance.