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The Time Course of the Perception of Animacy: Evidence from ERP JIN Hua, YAN Shizhen, SHAN Jinlei, LIU Ting 2022, 20(5):  577-584.  DOI: 10.12139/j.1672-0628.2022.05.001 Abstract ( )   HTML ( )   PDF (1041KB) ( )   References | Related Articles | Metrics In this study, we examined the dynamic time courses of electrophysiological activity during the processing of animacy faces by parametric design using event-related potentials (ERPs). The results showed that inanimacy faces evoked more late positive potential (LPP) amplitude than animacy faces in the central-parietal region. Furthermore, the LPP amplitudes evoked by animacy and inanimacy faces were both significantly larger than that evoked by intermediate animacy strength (60%) faces, suggesting that the electrical signal pattern of LPP changed into a U-shape with the increase in animacy strength. There were no differences between animacy and inanimacy faces in P1 and N170. These results suggest that animacy is processed at the later stage of facial processing, and LPP is an effective index of detection of animacy on face. The results support the two-stage theory of the perception of animacy on face.

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Ability to Recognize Sadness in Ambiguous Facial Expressions Affects Empathy for Pain ZHONG Weifang, GUO Yongxing 2022, 20(5):  585-592.  DOI: 10.12139/j.1672-0628.2022.05.002 Abstract ( )   HTML ( )   PDF (936KB) ( )   References | Related Articles | Metrics The present study investigated whether and how the ability to detect sadness in ambiguous facial expressions affects empathy for pain. High and low sadness recognition ability groups of participants were selected by asking them to complete a happiness-sadness expression boundary test. Participants’ electrophysiology data were recorded in a pain empathy task by asking participants to view painful and non-painful pictures from the perspective of others. Data showed that in the event-related potential components N2 and P3, the difference between the amplitude evoked by painful pictures and non-pain pictures was larger for the high sadness recognition ability group than that for the low sadness recognition ability group. These results suggest that the ability to detect sadness in ambiguous facial expressions affects both the early automatic processing and the later controlled processing of empathy for pain, so that people with better sadness recognition ability have higher levels of empathy for pain.

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Effects of Social Cues on Explicit and Implicit Metacognitive Monitoring and Control JIA Ning, RONG Lizhuo, DAI Jinghua 2022, 20(5):  593-599.  DOI: 10.12139/j.1672-0628.2022.05.003 Abstract ( )   HTML ( )   PDF (553KB) ( )   References | Related Articles | Metrics This study examined the impact of social cues on explicit and implicit metacognition by analyzing behavior performance and eye movement measurements. The results showed that, in the first judgment, participants significantly overestimated the explicit confidence judgment whereas the implicit confidence judgment was more accurate. In the second judgment, when cues were consistent, explicit confidence judgments were significantly higher than those that were implicit. In the stage of providing social cues and the second recognition stage, compared with the cue-consistent condition, the fixation time of the cued item was shorter under the cue-inconsistent condition, while the fixation time of the uncued item was longer. In conclusion, the accuracy of implicit monitoring is higher than explicit monitoring which is more influenced by social cues, while implicit and explicit metacognitive control are similarly influenced by social cues.

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The Influence of Reading Mode and Learning Frequency on Production Effect of Chinese Written Word TAN Xiujuan, LI Xin, BAI Xuejun 2022, 20(5):  600-606.  DOI: 10.12139/j.1672-0628.2022.05.004 Abstract ( )   HTML ( )   PDF (573KB) ( )   References | Related Articles | Metrics The distinctiveness account and strength account are two theories to account for the production effect. To discriminate these two accounts, we conducted two experiments to investigate the influence of reading mode and learning frequency on the production effect of Chinese written words. In Experiment 1, reading mode and learning frequency were manipulated to examine the production effect, both of which were within-subjects variables. The main effects of reading mode and learning frequency occurred, but their interaction was not significant. Experiment 2 adopted the same paradigm. However, reading mode was a between-subject variable while learning frequency was a within-subject variable. The main effect of reading mode and its interactive effect with learning frequency in Experiment 2 did not occur, but there was robust main effect of learning frequency. Our findings suggest that the production effect of Chinese written words is not caused by the increased coding strength in loud reading which supports the distinctiveness account.

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Temporal Processing of Rhythm in Speech: Evidence from a Meta-Analysis YAN Qin, ZHANG Qingfang 2022, 20(5):  607-614.  DOI: 10.12139/j.1672-0628.2022.05.005 Abstract ( )   HTML ( )   PDF (524KB) ( )   References | Related Articles | Metrics A systematic review was conducted to study the time course of speech rhythm and the factors affecting the speech rhythmic effects in the present study. Thirty-six studies and 43 independent effect sizes that met the inclusion criteria of the meta-analysis were selected. The meta-analysis showed that: 1) Rhythm influenced language processing mainly on the N100 and P200 amplitude at the early stages and on the P300, LAN, N400, P600, and LPC amplitude at the middle and late stages. 2) People were very sensitive to the violation of speech rhythm and the processing of speech rhythm preceded syntactic processing. Furthermore, in the middle and late stages, rhythm interacted with semantics and syntax. 3) The moderator analysis revealed that task requirements influenced the rhythmic effect. Specifically, the rhythmic effect was larger in explicit tasks than in implicit and mixed tasks. Attention and anticipation were the intrinsic mechanisms of speech rhythm. Findings support the interactive approach to language processing.

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The Influence of Self-Affirmation on Executive Functioning in a Frustrating Situation SUN Hongmei, SUN Xiaoyue, HAO Yu 2022, 20(5):  615-621.  DOI: 10.12139/j.1672-0628.2022.05.006 Abstract ( )   HTML ( )   PDF (593KB) ( )   References | Related Articles | Metrics The current study aimed to assess the performance on executive functioning tasks following value affirmation in frustrating situations. The tasks measured core executive functioning aspects, that is, inhibition (assessed by a Stroop word-color naming task) and working memory (assessed by a 2-back task). The results revealed that: frustrated participants reacted slower in the Stroop task and 2-back task than non-frustrated participants. The self-affirmed participants in a frustrating situation reacted faster than non-affirmed participants. However, there was no significant difference between the response time of self-affirmed and non-affirmed participants in non-frustrating situation. The interaction between context and affirmative conditions was not significant in Stroop task. These findings suggest that the induced frustration can reduce aspects of performance on executive functioning and the self-affirming may improve performance on tasks related to executive functioning in frustrating situations which then improves updating of working memory and the achievement in Stroop task. However, self-affirmation does not improve inhibitory control.

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The Relationship Between Norm Understanding and Altruistic Punishment Among School-Age Children: A Descriptive-to-Injunctive Transition Tendency XIE Dongjie, SU Yanjie 2022, 20(5):  622-628.  DOI: 10.12139/j.1672-0628.2022.05.007 Abstract ( )   HTML ( )   PDF (559KB) ( )   References | Related Articles | Metrics Using a Trust Game with a third party, this study examined the relationship between norm understanding and altruistic punishment among 6- to 11-year-old Chinese children. The results showed that: 1) In general, 6- to 11-year-old children were more likely to perform altruistic punishments if they had reached adults’ level of descriptive norm understanding. 2) The relationship between norm understanding and altruistic punishment varied with age. That is, among 6- to 8-year-old children, descriptive norm understanding could predict altruistic punishment, but it turned out that injunctive norm understanding could predict altruistic punishment among children in 9- to 11-year-old. These results suggest that there might be a descriptive-to-injunctive transition tendency in the formation of the relationship between norm understanding and altruistic punishment, which is similar to the acquisition and the formation processes of social norms.

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Peer Support and Secondary School Students’ Mathematics Learning Engagement: Evidence from Variable-Oriented and Person-Oriented Analyses LI Jiaxin, LUO Ruifan, FENG Hongmin, SI Jiwei 2022, 20(5):  629-636.  DOI: 10.12139/j.1672-0628.2022.05.008 Abstract ( )   HTML ( )   PDF (730KB) ( )   References | Related Articles | Metrics To explore the relationship among peer support, mathematics identity, mathematics anxiety and mathematics learning engagement from the perspectives of variable-oriented and person-oriented approaches, a questionnaire survey was conducted among 1177 secondary school students. The results showed that peer support significantly and positively predicted students’ mathematics learning engagement, which was meditated by mathematics identity and mathematics anxiety. By using personal-oriented analysis, the LPA of mathematics identity and mathematics anxiety were identified as three latent profiles, that is, high identity-low anxiety type, middle identity-middle anxiety type and low identity-high anxiety type. We also found that peer support predicted these profiles, which differentially predicted mathematics learning engagement. These findings emphasize the importance of peer support, mathematics identity and mathematics anxiety in promoting students’ mathematics learning engagement in secondary school.

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The Effects of Neurotic Personality on Depression in Primary and Secondary School Students: The Multilayered Moderating Role of Class Environment ZHANG Pengcheng, LI Xi, SANG Yujie, CHEN Ning 2022, 20(5):  637-643.  DOI: 10.12139/j.1672-0628.2022.05.009 Abstract ( )   HTML ( )   PDF (689KB) ( )   References | Related Articles | Metrics To investigate the association between neurotic personality and depression, and the moderating effect of class environment among primary and secondary school students, a questionnaire survey was conducted according to the quality-stress theory. A total of 933 primary and secondary school students from 30 classes completed the survey. Multi-level analyses showed that: 1) There was a significant class clustering effect on depression in primary and secondary school students. 2) Neurotic personality positively predicted depression. Class interpersonal environment and class learning environment both negatively predicted depression in primary and secondary school students. 3) Class environment, especially the dimension of class learning environment, moderated the relationship between neurotic personality and depression, suggesting that a positive classroom learning environment weakened the effect of neurotic personality on depression of primary and secondary school students. These results indicate that the class environment plays an important role in the prevention of depression among primary and secondary school students under Chinese teaching system.

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Parental Differential Treatment and Adolescents’ Problem Behavior: A Moderated Mediation Model SHI Xinxin, WU Yifei, FENG Ying 2022, 20(5):  644-650.  DOI: 10.12139/j.1672-0628.2022.05.010 Abstract ( )   HTML ( )   PDF (647KB) ( )   References | Related Articles | Metrics This study confirmed a moderated mediation model in which sibling relationship mediated the association between paternal differential treatment and externalizing/internalizing problem behaviors, which was moderated by birth order. A total of 1179 adolescents completed the Sibling Inventory of Differential Experience-Chinese Version, the Network of Relationship Inventory, and Child Behavior Checklist, respectively. The results showed that: 1) Paternal differential treatment was significantly and positively correlated with externalizing and internalizing problem behaviors, and significantly and negatively correlated with sibling relationship. Sibling relationship was negatively correlated with internalizing and externalizing problem behaviors of adolescents. 2) Sibling relationship played a partial mediating role between paternal differential treatment and adolescents’ internalizing/externalizing problem behaviors. 3) Birth order moderated the relationship between paternal differential treatment and sibling relationship. For older siblings, the effect of paternal differential treatment on sibling relationship was larger, suggesting that more attention should be paid to older siblings.

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A Serial Mediation Model Between Number of Children and Life Satisfaction of Chinese Mothers of Childbearing Age JIANG Yingying, MA Li, ZHANG Lijin, ZHU Liqi 2022, 20(5):  651-656.  DOI: 10.12139/j.1672-0628.2022.05.011 Abstract ( )   HTML ( )   PDF (625KB) ( )   References | Related Articles | Metrics To explore the relationship between the number of children and life satisfaction in Chinese mothers of childbearing age, and the mediating roles of parenting pressure and psychological resilience, Parenting Pressure Questionnaire, adapted Connor-Davidson Resilience Scale and Life Satisfaction Questionnaire were utilized to measure 490 mothers of elementary school students. Correlation analysis showed that: 1) the number of children was significantly correlated with parenting pressure; 2) parenting pressure was negatively correlated with psychological resilience and life satisfaction; 3) and psychological resilience correlated positively with life satisfaction. The multiple mediation model indicated that mothers’ life satisfaction was not directly affected by the number of children. This association was mediated through two pathways, that is, the independent mediating effect of parenting pressure, and the serial mediating effect of parenting pressure and psychological resilience. This study reveals that parenting pressure and psychological resilience exerted a multiple mediating effect on the relationship between the number of children and the life satisfaction of Chinese mothers of childbearing age.

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The Characteristics of Parental Favoritism in Two-Child Families and Its Relationship with Adolescent Depression LUO Rui, ZHAO Yunyan, HE Ran, WANG Yun, CHEN Fumei 2022, 20(5):  657-664.  DOI: 10.12139/j.1672-0628.2022.05.012 Abstract ( )   HTML ( )   PDF (777KB) ( )   References | Related Articles | Metrics The aim of the present study was to explore the characteristics of parental favoritism and its relationship with adolescent depression in two-child families. Participants were 1,655 adolescents from two-child families. Findings were as follows: 1) Both maternal and paternal favoritism were at a low level with no significant difference. 2) There were significant gender and birth order differences in maternal and paternal favoritism, that is, a) boys reported that parents favor themselves more, while girls reported that parents favor their siblings more; b) the first-borns reported that fathers favored themselves more and mothers favored their siblings more, while the second-borns reported the opposite pattern. 3) Both maternal and paternal favoritism were U-curvilinearly associated with adolescent depression. Adolescents with either strongly parenting favored or strongly parenting disfavored were associated with higher levels of depression, compared with that with a more moderate range of parental favoritism. These findings indicate that there is no serious parental favoritism in two-child families, but parental favoritism have negative effects on adolescent development.

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The Relationship Between Mother-Child Attachment and Rural Children’s Anxiety: The Moderating Role of HPA Activity ZHAO Jinxia, GONG Xuxia 2022, 20(5):  665-671.  DOI: 10.12139/j.1672-0628.2022.05.013 Abstract ( )   HTML ( )   PDF (658KB) ( )   References | Related Articles | Metrics The present study examined the association among mother-child attachment security and rural left-behind and non-left-behind children’s anxiety, as well as the moderating role of children’s HPA activity in such association. A total of 39 children from left-behind families and 70 children from non-left-behind families completed the Kern Security Scale, Spence Children’s Anxiety Scale, whose saliva were collected during morning and afternoon in three consecutive days. Results were as follows: 1) Negative association between mother-child attachment security and left-behind children’s anxiety was higher than that of non-left-behind children. 2) High decline in diurnal cortisol change enhanced the protective role of mother-child attachment security on left-behind children’s anxiety and decreased the protective role of mother-child attachment security on non-left-behind children’s anxiety. These findings demonstrate that the interactive effects of mother-child attachment security and diurnal cortisol change on children’s anxiety varies from rural left-behind to non-left-behind children.

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Theoretical Basis and Realization Path of the “Knowledge-Action-Belief” Ideological and Political Model in Psychology Curriculum BAI Xuejun, ZHANG Peng, YANG Haibo, LI Shiyi, LI Xin 2022, 20(5):  672-676.  DOI: 10.12139/j.1672-0628.2022.05.014 Abstract ( )   HTML ( )   PDF (489KB) ( )   References | Related Articles | Metrics The present study aimed to explore potential approaches to solve the problem of the insufficient integration of professional teaching contents and the ideological and political elements in the current psychology curriculum. Based on the traditional knowledge-attitude-practice (KAP) theory, this study addressed a new knowledge-action-belief (KPA) theory with psychological characteristics, which is expected to provide a guide for the construction of the ideological and political curriculum in psychology and other relevant domains.

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The Effect of Ego Depletion on the Prototype Elicitation Effects of Scientific Innovation Problems Solving LI Wenfu, ZHAI Jicun, LI Qingqing, CHEN Jingting 2022, 20(5):  677-683.  DOI: 10.12139/j.1672-0628.2022.05.015 Abstract ( )   HTML ( )   PDF (679KB) ( )   References | Related Articles | Metrics Using E-crossing task and scientific innovation problem materials, this study aimed to investigate the influence of ego depletion on the prototype elicitation effects in scientific innovation problem solving. Results showed that: 1) The main effects of ego depletion were significant in prototype activation ratio, key elicitation information activation ratio and problem solving accuracy, which were lower in the ego depletion group than those in the control group. 2) The main effects of research paradigm were significant in prototype activation ratio, key elicitation information activation ratio and problem solving accuracy, which were lower in the “one-to-one” paradigm than that in the “ten-to-ten” paradigm. Results indicate that prototype elicitation effects of scientific innovation problems solving is hindered by ego depletion.

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The Influence of Positive Emotion on Prosocial Behavior Under Ego-Depletion MA Liyun, MO Wen 2022, 20(5):  684-691.  DOI: 10.12139/j.1672-0628.2022.05.016 Abstract ( )   HTML ( )   PDF (672KB) ( )   References | Related Articles | Metrics Based on the theory of self-control resources, this study explored the influence of positive emotion on prosocial behavior under ego-depletion through two progressive experiments. In Experiment 1, the “non-dominant hand reaction task” was used to manipulateparticipants’ ego-depletion and to induce positive emotion. The results showed that, compared with the low ego-depletion group, the high ego-depletion group had a lower level of prosocial behavior; also, inducing positive emotion could compensate for self-control resources. Based on Experiment 1, in Experiment 2, high and low approach-motivated positive emotions were induced to investigatethe influence of approach-motivated positive emotion with different intensities on prosocial behavior under ego-depletion. The results showed that low approach-motivated positive emotion relieved the after-effects of ego-depletion. This study confirms that the increased ego-depletion reduces the level of individual prosocial behavior, which be alleviated by inducing low approach-motivated positive emotion.

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The Relationship Between the Big Five Personality and the Trajectory of High School Freshmen’s Subjective Social Status During the School Transition Period: A Latent Growth Curve Model CHENG Gang, ZOU Yan, YU Wei, DING Fangyuan, JIA Yuncheng 2022, 20(5):  692-699.  DOI: 10.12139/j.1672-0628.2022.05.017 Abstract ( )   HTML ( )   PDF (647KB) ( )   References | Related Articles | Metrics The current study aimed to investigate the developmental trajectory of subjective social status (SSS) and the role of personality dimension of high school freshmen in their transition period. A total of 546 high school freshmen participated in four tests with one-month intervals throughout the first semester of high school. The results of latent growth models showed that: 1) The growth trajectory of SSS of high school freshmen was piecewise linear with significant individual differences. 2) Extraversion, agreeableness, conscientiousness and openness significantly predicted the initial level of SSS. 3) Extraversion, agreeableness and neuroticism significantly predicted the rate of decline in the first stage of SSS. These results suggest that the SSS of high school freshmen is initially reformed within the first month of enrollment, during which personality plays a unique role.

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Self-Concept Clarity and Social Anxiety: Analysis of the Multiple Mediating Effects LI Tiantian, XU Hewen 2022, 20(5):  700-706.  DOI: 10.12139/j.1672-0628.2022.05.018 Abstract ( )   HTML ( )   PDF (618KB) ( )   References | Related Articles | Metrics This study aimed to explore the relationship between self-concept clarity and social anxiety, and the mediation of rejection sensitivity and intolerance of uncertainty between them. Based on cluster sampling, a sample of 890 from one university in Shandong Province was recruited for this study. The results showed that: 1) Self-concept clarity negatively predicted social anxiety directly. 2) The rejection sensitivity, intolerance of uncertainty, and their chain partially mediated the relationship between self-concept clarity and social anxiety. Therefore, self-concept clarity helps to relieve the social anxiety in college students, which can be achieved by reducing rejection sensitivity and intolerable uncertainty.

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The Impact of Fear of Failure on College Students’ Learning from Failure: A Moderated Mediation Model HAO Xiling, CHEN Xuan, LIU Yiran 2022, 20(5):  707-713.  DOI: 10.12139/j.1672-0628.2022.05.019 Abstract ( )   HTML ( )   PDF (673KB) ( )   References | Related Articles | Metrics Based on the protective motivation theory, a moderated mediation model of the fear of failure, protective effort, coping strategy, and college students’ learning from failure was constructed. Hypotheses were tested using a sample of 596 college students with prior failure experience. The results showed that: 1) fear of failure was positively correlated with college students’ learning from failure; 2) protective effort played a partial mediating role in the relationship between fear of failure and failure learning among college students; 3) coping strategy moderated the effect of fear of failure on protective effort. Fear of failure had a more salient positive impact on protective effort for college students with a high level of coping strategy.

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The Recognition of Emotional Prosody in College Students with Social Delay LIU Jianrong, XIE Linjun, ZHENG Lin 2022, 20(5):  714-720.  DOI: 10.12139/j.1672-0628.2022.05.020 Abstract ( )   HTML ( )   PDF (544KB) ( )   References | Related Articles | Metrics Emotional prosody recognition refers to the process in which individuals infer the emotional states of others through the analysis of acoustic cues other than semantic ones in their discourse. We conducted two studies to explore the characteristics of emotional prosody recognition among college students with social delay. The results showed that: 1) The correct recognition rate of the prosody of disgust and fear in the delayed group was significantly lower than that in the control group. But there was no significant difference in recognition of other emotional prosody between the two groups. The ability to recognize happiness, anger, sadness, fear and disgust declined in turn similarly in the two groups. 2) When semantics and prosody had a conflict with each other, the delayed group was more susceptible to semantic interference than the control group.