Abstract To revea1 the impact of mobile phone motive and loneliness on university students’ mobile phone addiction. Using Mobile Phone Addiction Index(MPAI), UCLA Scale and Mobile Phone Addiction Motive Scale（MPUM）, 442 university students were surveyed , Analysis of muti-variance and structural equation models were adopted. The result indicated: (1) There were significant positive correlation between mobile phone addiction(four factors)and mobile phone motive, loneliness. Furthermore, there were closer correlation between them and “Escape”factor(r =0.39，p<0.01；r=0.48，p<0.01）. (2) There were significant group difference divided by different level of loneliness on mobile phone addiction(four factors)and cyber entertainment motive（Wilks’λ=0.82，p<0.001）The lonely students scored the highest scores (53.4±10.3，13.1±2.9), then the common students(42.8±6.8，13.8±3.4） and the non- loneliness group scored the lowest scores （31.9±7.5，14.6±3.4）.(3) Loneliness can positive predict mobile phone addiction（β=0.3，p<0.001）, Cyber entertainment motive had mediator effect between loneliness and mobile phone addiction(0.1) Conclusions: Loneliness palyed an important role in university students’ mobile phone addiction which can directly or indirectly predict mobile phone addiction.Therefrore the intervention of the university students’ mobile phone addiction should focus on it. Key Words mobile phone addiction, university students, loneliness, mobile phone motive

Regulatory emotional self-efficacy is a widely concerned issue in recent years. It is defined as the individuals’ confidence level of successfully managing their emotion. Regulatory emotional self-efficacy helps mitigate emotional tension, maintain self-control effective and improve one’s ability of self-control towards emotional impulsiveness. As an essential social competency, regulatory emotional self-efficacy has been demonstrated to impose various effects on the processes of attention, memory and motive. Failure in managing one’s emotion will easily result in affective dysfunctions and then decrease one’s subjective well-being. Previous research has found that there are large differences in the effect of emotional regulatory, which not only result from the ability or skill in regulating one’s emotion, but also from the perceived self-efficacy. On the ground of the above reasoning, the current study hypothesized that: (1) regulatory emotional self-efficacy will directly influence subjective well-being; (2) people with different regulatory emotional self-efficacy may choose different style of emotional regulation; (3) people using different emotional managing strategies will show different positive and negative expression, and further influence their subjective well-being. Regulatory Emotion Self-Efficacy Scale (Revised), Regulatory Emotional Style Questionnaire, Youth Life Satisfaction Scale and Happiness Scale were administered to 1128 middle school students. Pearson correlation, hierarchical regression and structural equation modeling statistical method were adopted to analyze the data. The results showed that: (1) regulatory emotion self-efficacy positively correlated with life satisfaction; (2) style of emotional regulatory was associated with subjective well-being; (3) SEM analysis showed that style of mitigating regulation could serve as the mediating variable between regulation emotion self-efficacy and subjective well-being, and the mediating effect between positive affect expression and subjective well-being as well as negative affect inhibition and subjective well-being were 0.017 and 0.046, respectively. On the basis of these findings, we may conclude that adolescent may experience more subjective well-being when they can effectively amplify their positive affects and manage negative their affects. More importantly, the mechanism of why regulatory emotional self-efficacy affects subjective well-being may be partly due to what regulatory styles people choose. The present study contributes to current literature and promotes our understanding on regulatory emotional self-efficacy and may be applied to improving adolescents’ mental health.

The period in primary school is important for children’s personality development. Peer plays an important role in personality formation and its development for children. We explored the effect of peer acceptance and friendship quality on personality development of primary school students in individual and class levels, by involving the peer factor as a circumstance variable, centralizing the peer acceptance and friendship quality in the within-class group respectively and aggregating individual peer acceptance and friendship quality as two class-level variables. We examined how peer acceptance and friendship quality influenced the personality development in primary school students on both individual and class levels. Our research breaks the limitation of ignoring the influence of class level social and psychological context effect in previous studies. We selected 700 participants as mutual friends with class for the unit, which were from 23 classes and 6 grades (1-6), using best friend nomination method. The data was collected by adopting peer nomination method and handing out the primary school students’ friendship quality questionnaire and the teacher-assessment primary school students’ personality development questionnaire. According to the lower-level mediation model (1-1-1), we respectively regarded the five dimensions of personality (intelligence, extraversion, pro-sociality, conscientiousness and emotional stability) as dependent variables in Hierarchical Linear Modeling (HLM), and examined the multilevel mediation effect of friendship quality on the relationship of peer acceptance and each dimension of personality by the multilevel mediation effect test procedures. The result indicates that：for example intelligence, the average level of peer acceptance in class has no a direct effect on intelligence（t=-0.090，p>0.05）. Controlling the effects of class level, peer acceptance significantly predicting effects on intelligence in the path c(t=5.010，p<0.001).Peer acceptance have significance predicting effects on friendship quality in the path a（t=2.438，p<0.05）, friendship quality and peer acceptance have significance predicting effects on intelligence in the path b and c＇[b（t=3.308，p<0.05）and c＇（t=5.065，p<0.001）] . Individual level, peer acceptance of the direct effects on intelligent is reduced to 1.4292 from 1.4978. Consequently, primary school students＇friendship quality partly mediates the relationship between peer acceptance and intelligence on individual level. Mediator effect is ab（ × ）=7.18%，mediator effect size is ab/（ab+c＇）=4.78%.We adopt the same procedure as above on other dimensions of personality. The conclusion shows that:（1）In class level, the average level of friendship quality in class has a direct effect on extraversion, pro-sociality, conscientiousness, emotional stability. The average level of peer acceptance in class has a direct effect on emotional stability.（2）In individual level, peer acceptance has a direct effect on the five dimensions of personality（intelligence, extraversion, pro-sociality, conscientiousness and emotional stability）. Primary school students’ friendship quality partly mediates the relationship between peer acceptance and personality (intelligence, extraversion, pro-sociality, conscientiousness）.

The impact of individual variables on adolescent emotional resilience include background variables of gender,age and other psychological variables.Through surveying 830 students,we find that gender and age variables have no substantial impact on adolescent emotional resilience, indicating that emotional resilience has a relatively stable psychological characteristics.There are close relationships between adolescent emotional resilience and personality traits,self-efficacy,psychological resilience and negative emotion regulation ability;and all of these psychological variables have significant predicted effect on adolescent emotional resilience.In these psychological variables, cognitive regulation ability of negative emotion and neuroticism are the two most important psychological variables predicted effect on adolescent emotional resilience;and neuroticism impacts on adolescent emotional resilience indirectly by intermediary variable of cognitive regulation ability of negative emotion.

Given that little is known about the impact of ostracism on employees in Chinese workplace, and even less research has investigated gender differences in terms of workplace exclusionary behavior. The current study explored the applicability of Workplace Ostracism Scale (WOS) in China and gender differences on psychological health and job satisfaction. Workplace Ostracism Scale (WOS), Psychological Health Questionnaire and Job Satisfaction Questionnaire were used to test a sample of 437 employees with diverse job titles. The WOS was translated into Chinese upon careful consideration. Based on 137 samples (57 men and 80 women), some revisions were made according to the result of item-total correlation and exploratory factor analysis. Then 300 employees (160 men, 136 women and 4 unknown) from various companies were invited to join the final survey. The reliability and construct validity of WOS were tested by internal consistency reliability and confirmatory factor analysis. Results of item analysis showed that the correlations between the ten items of WOS and the total score ranged from 0.36 to 0.86. All correlations listed were significant at p<0.01. Exploratory factor analysis showed that 10 items had two factors. However, there was only one item in the second factor. Based on further examination, it was found that this item was a rather general statement, while others were all about the specific descriptions. So it was best to eliminate the first item. Then, EFA was conducted on the left nine items. Results showed that all nine items had one factor with an eigenvalue 5.26. This factor can explain 58.50% variance. Internal consistency reliability and confirmatory factor analysis were used to confirm the reliability and construct validity of WOS. Results showed that after eliminating the first statement of the scale, the WOS was a reliable and valid measure in Chinese workplace as well. To test whether gender moderated the relationship between exclusion and outcomes, a moderated hierarchical regression analysis was conducted on psychological health and job satisfaction. For each analysis researchers first entered the main effects for workplace ostracism and gender. In the second step, we entered the interaction term between ostracism and gender. Consistent with predictions, the addition of the interaction resulted in a significant change in R2. To illustrate this interaction, a low workplace ostracism group and a high workplace ostracism group were created for each gender. The results demonstrated the moderating effect of gender on the relation between workplace ostracism and psychological health and job satisfaction. The present study provided a useful measure for Chinese workplace ostracism literature — the revised WOS. It was also demonstrated that, the effects of ostracism were, in fact, moderated by gender. Specifically, workplace ostracism was predicted to have a stronger negative impact on psychological health and job satisfaction of women compared to men. Overall, workplace ostracism cannot be neglected. Special attention should be drawn on this phenomenon.

Self-esteem has certain similarities and differences in different cultural backgrounds. According to previous findings, the cultural differences of self-esteem are manifested in its roots, inclusiveness and its expression. To a certain degree, social cultural values shape self-esteem of people lived in the cultural context. The source of self-esteem embodies the importance of cultural values. People in the individualism culture emphasize the importance of personal self-esteem, which reliance on personal achievement and characteristic, relative to collective self-esteem. Whereas collectivist place more emphasis on social orientation and its collective aspect compared with former. The extent of inclusion of other in self concept is various in different cultures. Self-esteem, as an important aspect of the self concept, has cultural differences in its inclusiveness. People in Western cultures centralize the personal uniqueness and independence. Their self-esteem focus on the unique self aspect compared to Chinese who include the significant others into their self-esteem. Culture influences the ways that taken in the expression of self-esteem. Easterners are much less direct express favorable evaluations of self explicitly and in the public context. They tend to make positive self evaluation when they respond implicitly or in the private context. In contrast, people in Western cultures attempt to maintain a positive self evaluation by engaging in various self enhancement strategies. They express their favorable self evaluation directly when they respond explicitly or in the public context. The awareness of cultural differences and universality of self-esteem should be set up. It is of great important to strengthen the study on cultural differences of it for scientific understanding of the social psychological phenomenon and academic discipline construction. Future research should focus on the meaning of self-esteem, its research content and research methods, to further promote the self-esteem study in the Chinese background.

Antisaccades task is the main method to study the endogenous saccades. In 1978, Hallett used the antisaccades task in his study for the first time. This task needs the subjects to inhibit the saccade towards the peripheral target, and direct their gaze in the opposite direction. The antisaccades task provides an efficient method for the study of behavioral control and attention. Evidence suggests that prosaccades and antisaccades can be programmed in parallel and competition, and fronto-parietal subcortical network involved in the antisaccades performance. Antisaccades can be influenced by many factors, such as, gap effect, working memory, cognitive aging, eccentricity effect, ect.

The color–object Stroop is one of the paradigm of the color–word Stroop .The color–word task cannot be administered to those who are unable to read，but color–object Stroop task can. The color-object relies on the strong to attend to the color of an object to pay less attention to surface features such as color. The Theory on color-object has three Points. Firstly, Lexical interference account. Suppose that a child is asked to name colors and is then shown a picture of red scissors. The picture may activate both the word scissors and the word red, and the activation of scissors may interfere with the production of red. Secondly, Task sets competition. as a visible object with a familiar form affords many possible tasks: naming, lexical decision, semantic classification, translation, free association, and color naming, et al. Thirdly, executive control account. The color–object interference is the outcome of immature executive control in children. In present study, we study the material type and color typicality influence the color-object Stroop through 2 experiments. In experiment 1, to study color - object (picture) Stroop effect. Thirty-three college students were shown pictures of familiar objects in a color that was typical of high, medium, low and baseline. Each picture in one of four colors. Subjects were asked to name the name and color. The results showed that the color typicality were significant. The naming names and the color have significant color – object Stroop effect. In experiment 2, to study color - object(word) Stroop effect. Twenty nine college students were shown word of familiar objects in a color that was typical of high, medium, low and baseline. each word in one of four colors. The results showed that the color typicality were significant. Naming names didn’t exist with color- object Stroop effect, but color naming did exist. We founded the different about color - objects(picture) Stroop and color - object (word) Stroop. It may be the processing is different to pictures and words .But the results of color typicality are the same.

Morality has always been the focus in psychology and philosophy study. In psychology researches, many researchers have been done some contributions. Meanwhile, lots of psychological theories have been proposed to explain the mechanism of human morality. We can find that a lot of people have accurate moral judgments, but they have some immoral behaviors. Some researchers started to figure out the question why moral people did immoral behavior. Recently, lots of studies indicated that moral emotion can play important role in the moral behaviors. Otherwise, some psychologists explored the new psychological mechanism of moral behaviors. So, Bandura’s social cognition theory became the base of moral study, again. Moral disengagement, a cognitive process, can make self-control fail to inhibit the immoral decision and the immoral behavior. In Bandura’s explain of the concept and process of moral disengagement, there are eight mechanisms (moral justification, euphemistic labeling, advantageous comparison, displacement of responsibility, diffusion of responsibility, distorting consequences, attribution of blame, dehumanization). Our society and educational system ugly want to acknowledge why some adolescents did immoral behaviors. And our parents need to comprehend how to deal with the immoral behaviors and the deviant adolescents. So analyzing the immoral behaviors on internet is very important. This study wanted to build a model about the relationship between individual trait, family factors and adolescent immoral behavior. We also focus the role of moral identity, social responsibility, moral disengagement on the relationship between parenting style and immoral behaviors on line. The study wants to display the influence of parenting style, social responsibility, moral identity and moral disengagement on the adolescent immoral behavior on line. There are 764 participants attending this research. Completing five questionnaires, data are analyzed through structural equation model. The final model indicated that there is no direct path between parenting style and immoral behavior. And there is a direct relationship between moral identity and immoral behavior. Moral disengagement can mediate the relationship between moral identity (and responsibility) and immoral behavior. Meanwhile, moral identity and social responsibility can mediate the relationship between moral disengagement and parenting style. The results indicated the magnificent function of the moral disengagement on the relationship between parenting style and the immoral behaviors. Specially speaking, the pathway involved the moral disengagement can explain almost the effect of parenting style on the adolescent immoral behaviors on line. Finally, the implications and the inferences are discussed in the article. Our study indicated that we need more moral practices education rather than moral principles education. Meanwhile, our school and teacher should pay more attention on the absurd explanation to immoral behavior of adolescents. We should pay more attention on the moral identity that shows the importance of moral trait in self. Although our research show that reject parenting didn’t predict adolescent immoral behavior, the parenting style can influence immoral behavior indirectly (through the mediation effect).So parents need diminish reject and increase warmth and response to children.

This paper reported three experiments to explore the role of self-face as salient stimulus in guiding visual attention, by focusing on the roles of self-face in a Posner’s spatial cueing paradigm. In Experiment 1, self- or familiar- face foveally presented as an endgenous cue oriented right or left, cueing the location of a target in the right or left visual field. In Experiment 2 (small-size images) and 3 (large-size images), a self- or familiar- face as task irrelevant stimulus was presented to the right or left visual field while a cued target flashed in the opposite field. The results showed that relative to familiar-face, self-face resulted in a larger cueing effect in Experiment 1, indicating the facilitation of self-face as task relavant stimulus. In contrast, in Experiment 2 and 3, the faces of self and familiar others equally captured visual attention from spatial locations of targets. However, it did not observe a self-face advantage comparing to familiar face. The results may reflect that the face effect on attention capture is large enough to envelop the self effect to emerge. The findings indicated that the effect of self-face as salient stimulus on visual attention depends on its role in a given task rather than exclusively subject to the perceptual processes.

Abstract: Career resilience is a person’s ability to adapt to changing Career resilience is a person’s ability to adapt to changing workplace, even when the changes are discouraging or disruptive. Since career resilience is a required characteristic for employees to achieve success in the current and future workplace, more understanding about the concept of career resilience and how it affects one’s career decision and job behaviors will shed significant insight on designing or improving manpower training program and career counseling. The primary purpose of this study is therefore to explore the effects of career resilience. According to London’s theory (London, 1983), one with high level of career resilience will demonstrate initiative, purposive action and high performance, however the opposite will demonstrate withdrawal, anxiety and confusion (e.g., absenteeism, task avoidance, physical or psychological symptoms of stress, low performance). Thus, we predicted that employees with higher level of career resilience would achieve higher level of performance than employees with lower level of career resilience. At the same time, Waterman and Collard pointed out that career-resilient individuals had better career self-management ability and employability (Waterman, Waterman, & Collard, 1994; Collard, Epperheimer, & Saign, 1996), thus, we conjectured that employees with higher level of career resilience would gain higher degree of career satisfaction than employees with lower level of career resilience. The sample consisted of 324 managers from the 59 electronic related corporations under one information group. The manager’s career resilience level was measured with a Career Resilience Questionnaire on six factors developed by a Chinese scholar. The demographics variables and the level of their career satisfaction and performance were measured with questionnaires too. The Harman signal factor testing and multitrait-multimethod testing showed that common method variance was not significant here. When examining the effects of career resilience on performance, the variables of demographics and career satisfaction were controlled, and when examining the effects of career resilience on career satisfaction, the variables of demographics and performance were controlled. Correlation analysis indicated that the three variables of career resilience, career satisfaction and performance positively correlated each other. Multiple regression model and hierarchical regression model was used for testing hypothesis and results showed that career resilience yielded statistically significant effects on performance and career satisfaction. Career resilience alone explained 15.2 percent of the variance in performance after controlled the variables of demographics and career satisfaction, and explained 5.9 percent of the variance in career satisfaction after controlled the variables of demographics and performance. Although popular and frequent in its appearance in business writings of recent times, the academic writings of career resilience are far more limited. This study contributed not only to the academic literature on career resilience but also to our understanding of the effects of career resilience. In addition, this empirical research provided evidence for the existing career resilience theories and suggested that both organizations and individuals should pay attention to the importance of career resilience. Finally, limitations of this research and suggestions for future research were discussed.

Objective: In order to explore the development of self-evaluation and the relationship between the self-evaluation and the academic achievements. Method: About me Questionnaire and Strength and Difficulty Questionnaire (SDQ) were employed to measure the self-evaluation. The academic achievement was measured by the scores of Chinese, Maths, and English. Correlation and regression analyzes were conducted. Results: (1) it showed that the junior high school students’ academic self-concept was better than that of the senior high school students’; (2) There was statistically significant positive correlation between self-evaluated academic effort and academic achievement, and the statistically positive correlation between self-evaluated academic competence and academic achievement was also found. Furthermore, self-evaluated academic competence could predict the academic achievement better positively. As for SDQ, only could the total score of SDQ predict Maths score negatively. Conclusion: There were differences in self-evaluation with different grade students, however, the junior two students’ scores in most aspects were all higher than other grade students; the academic achievement could be better predicted by academic self-evaluation and gender, whereas the relationship between SDQ and academic achievement was weak in this study. However, the Maths score could be negatively predicted by the total score of SDQ.

This study is to investigate the brain mechanism of different types of conflict by using the event-related potential(ERP)technique. In order to investigate this issue, this study integrate different types of conflict （such as Flanker，Stroop，and Simon conflict）.On the one hand, the behavioral responses data showed that: Firstly, all the types of the conflict in all the experiments show the Congruency Effect and the Conflict Adaptation Effects; Secondly, each type of conflict of previous trial in all the experiment only interacts with its own kind of current trial ,but does not interact with other kind of current trial. On the other hand, ERP data of the two experiments show that: with the exception of Flanker conflict in experiment 2, all the conflict types in all the experiments show that the P300 latency,the N450,and the SP component in line with the Congruency Effect.. The data above show that: Firstly, in a variety of types of conflict condition, the human brain can be able to monitor and then solve the conflict at the same time and also achieve successful task performance, and the conflict monitoring theory are still applicable; Secondly, the human brain use local control mechanism to resolve the conflict. To sum up, multiple conflict-driven control mechanisms are based on the conflict-specific manner, these mechanisms are independent, and free from any interference with each other.

Abstract: Interpersonal competence is a major part of one’s social competence which is based on one’s cognition and emotion and aimed at one’s goal fulfillment and emotion satisfaction or improvement of one’s interpersonal relationship and get manifested as effective and appropriate interpersonal behaviors in various social circumstances. As one social competence, interpersonal competence is the important driving force for one’s successful socialization and adaptation to the society, while academic achievement is the core indicator of one’s learning ability and school environment adaptability. These two are the key aspects of teenager’s individual development and also significant for them to get adapted to the society in the future. For junior high school students, adaptability in various aspects gets developed in different degrees in the double developmental contexts of family and school and gets manifested as division of interpersonal competence and difference in academic achievement. Thus, a systematic study of the junior high school students’ interpersonal competence and academic achievement has its theoretical and realistic significance for the improvement of the future social development. Based on the questionnaire survey which included EMBU-Chinese Version, Interpersonal Competence Questionnaire-Chinese Version (ICQ-R) and a questionnaire of the teacher-student relationship of junior high school students and peer nomination from 586 junior high school students ranging from grade one to grade three, this study established and validated a theoretical model through a structural equation model and explored the interactive relationship model of junior high school students’ interpersonal competence, their academic achievement and the developmental contexts of these two factors. The results showed: (1) The junior high school students of grade two had better interpersonal competence (F=3.458, p=.032) and girl students were better at handling interpersonal problems than boy students (F=7.617, p=.006). The academic achievement of the students who had better interpersonal competence was better than those whose interpersonal competence was not so good; the interpersonal competence and the academic achievement of the popular students were much better than those who were not popular (F＝9.564, p=.001). (2) Good parenting could greatly improve junior high school students' interpersonal competence and this competence was helpful for the development of teacher-student relationship and peer relationship; good parent-child relationship, teacher-student relationship and peer relationship would greatly improve junior high school students' academic proficiency. (3) The structural equation model indicated that junior high school students' interpersonal competence was directly influenced by their family parenting contexts and exerted influence on the school interpersonal contexts. The two context systems influenced students' academic achievements directly or indirectly. The individuals got their social and academic development in the systemic interaction between them and their developmental contexts. Finally, we arrived at the conclusion: For teenagers, the interpersonal competence of individuals was much more influenced by their family parenting contexts while the academic achievement was much more influenced by their school contexts. The various individual development areas brought about indirect and invisible relevance and interaction through the same contexts; the social development and non-social development of individuals relied on the direct interaction between them and the contexts and were influenced by the interactive effect of different context. The further research needs to be carried out in the future.

Procrastination is very common among college students in China. Two types of chronic procrastination have been defined by Ferrari, O'Callaghan, & Newbegin (2005): one form was arousal procrastination (delays motivated by a "last-minute" thrill experience), another form was avoidance procrastination (delays related to fears of failure or success). Locus of control and time management disposition was considered as important factors associated with procrastination: time management disposition and external locus of control was significant negative correlated with procrastination, and internal locus of control was significant positive correlated. However, previous studies failed to distinguish different types of procrastination which were varied in motivations. The purpose of the present study was to provide a better understanding of the link between time management disposition and procrastination of arousal and avoidance types by examining the different mediate role of locus of control in the relationship by SEM. Six hundred and twenty four college students (329 males, 263 females, 32 unknown) from 7 universities in Beijing, Xi’an and Guiyang has been surveyed by complete 4 validated questionnaires (Adolescence Time Management Disposition Inventory; Internality, Powerful Others, and Chance Scales; Lay’s General Procrastination Scale for Student Populations and Adult Inventory of Procrastination) in classroom. Amos 7.0 was used to analyze the correlation and structure model among these factors. The analysis of correlation showed that time management disposition was significant negative related to both arousal and avoidance procrastination. That is, the more active of individuals’ time management disposition, the less they procrastinated in their daily life. As to locus of control, internality is significant negative related to both arousal procrastination and avoidance procrastination, while powerful others and chance were significant positive related to both arousal procrastination and avoidance procrastination. By delete several insignificant paths, a mediate model of 2 types of procrastination was confirmed by SEM after cross-validation (χ2/df(112.933/56)=2.017, RMSEA=.058, TLI (NNFI) =.950, CFI=.964, GFI=.947). The SEM indicated: (1) Different types of locus of control can be predicted by time management disposition, specifically, time management disposition can predict internality positively and predict powerful others and chance neg

The research surveyed 600 rural migrant workers in Suzhou，and using the situation questionnaire of rural migrant workers’ perceived social support which made by ourselves and the scale of self-esteem 、the scale of subjective well-being of rural migrant workers which have been modified in order to survey the relationship among perceived social support 、self-esteem and subjective well-being. And this research also explored the mediating influence of the self-esteem on the relation between perceived social support and subjective well-being of contemporary rural migrant workers. The research results show that：(1) The subjective well-being and its each dimensions、perceived social support of the rural migrant workers’ who with higher level of the self-esteem significantly higher than whom with lower level of the self-esteem;(2) There was significant correlation among perceived social support 、self-esteem and subjective well-being.(3) There was opposite positive correlation among perceived social support 、self-esteem and subjective well-being.(4)The self-esteem based on perceived social support has significant regression influence on the subjective well-being and its two dimensions, and it’s an important intervening variable between them.

The study introduces a new method of model construction and parameters estimation for ordinal categorical data，with the method of exploring measurement invariance based on this method. simulation study explores the effect of parameters recovery, difference between estimated value and known population parameters value ,empirical power under various total sample size, the ratio of reference group to focal group size, the difference of parameters between two groups, test length. Results indicate that the parameters recovery well when robust weighted least squares estimator using a diagonal weight matrix(WLSMV) are used. The type Ⅰerror of DIFFTEST consistently adhered closely to the nominal alpha level of 0.05.Under the condition of large sample size, reference and focal group size are equal, the difference of parameters is bigger, the power of DIFFTEST show better. Control the number of items whose measurement invariance are violated, the power of DIFFTEST become lower when the test length become longer.

Electrophysiological techniques were used to examine the effect of word class ambiguity on the brain response to Chinese noun-verb word class ambiguous words, namely, whether noun-verb word class ambiguous words and word class unambiguous items (nouns and verbs) engage different neural mechanism in grammatically well-specified contexts. There were three sets of stimuli used in the experiments: (1) word class unambiguous nouns, (2) word class unambiguous verbs, and (3) noun-verb word class ambiguous words(can be used as both nouns and verbs, but nouns and verbs senses have little or no semantic ambiguity). Words length and word frequency were matched across three word types. These stimuli were embedded in two contrastive grammatical phrase contexts that explicitly specified their word class: “yi ge(一个)+ _”(e. g., noun-predicting) and “bu yuan(不愿) + _” (e. g., verb-predicting,). All the phrases were ranged randomly and presented visually word by word. The subjects were asked to decide whether the presented phrase represented a legal or illegal phrase. ERPs in response to the nouns, verbs and noun-verb ambiguous words in different contexts were recorded. The ERPs were then analyzed using a repeated -measures ANOVA. Fig. 2 showed significant ERP differences between noun-verb ambiguous words and word class unambiguous word in intervals of 270-350ms. Unambiguous words elicited a larger N400 than did noun-verb ambiguous verbs over frontal and central sites, p=0.016. But the N400 effect only appeared in the verb-predicting context(see fig. 4), p=0.01. There no significant P600 effect between noun-verb ambiguous words and word class unambiguous word in intervals of 450-600ms. Fig. 6(left) showed significant word class effect for unambiguous nouns and unambiguous verbs. When the context completely matched their grammatical role, compared to unambiguous nouns, unambiguous verbs elicited a larger N400 over frontal and central sites, p=0.046, and a smaller P600 over posterior areas, p=0.04. Similarly, word class ambiguous words used as nouns elicited a larger P600 than did word class ambiguous words used as verbs(see Fig. 6 right), p=0.05. P600 was the index of grammatical process which elicited by grammatical features of word class in our experiment. Thus, according to the present data, we argue that noun-verb word class ambiguous words in Chinese are not special neural mechanism compared to word class unambiguous nouns and verbs.

Few empirical studies have examined the effects of individual difference variables (e.g., personality traits) and social environment variables (e.g., family environment) on adolescents’ moral judgment competence systematically. Based on the latest theories of moral judgment, this study tested the relationship of personality traits, family environment and moral judgment competence among middle school students. The aim is to provide some help for students’ moral psychological education and counseling. The participants were 900 students ranging from grade 1 of jurnior high school to grade 3 of senior high school. They are come from six urban districts and rural districts. 887 students finished the questionnaires (855 were valid, 96.4% ) which included three scales: Qingnian Zhongguo Personality Scale (QZPS), Family Environment Scale-Chinese Version (FES-CV, 3rd ed.) and Chinese Adolescent Moral Judgment Competence Test. In order to construct a relevant model for the different three variables, the statistical methods adopted correlation analysis, regression analysis and path analysis respectively. The research constructed four structural equation models: one direct effect model and three intervening process variable models. The models revealed that the personality traits and family environment variables to the middle students’ moral judgment have both directly effects and indirectly effects with relatively comprehensive. The results showed that the directly effects of personality traits factors influenting moral judgment competence are Good-heartedness and behavior style personality dimensions. Personality traits and family’s success, knowledge and control factors effect each other. And personality extroversion, behavior styles, good-heartedness, talent, emotionality and honesty indirectly influented it throught family achievement orientation, intellectal-cultural orientation and control. Furthermore, family’s success and control directly influented moral judgment competence. Family cohesion, achievement orientation, intellectal-cultural orientation, active-recreational orientation, moral-religious emphasis, organization and control indirectly influented it throught personality good-heartedness, talent and honesty. The findings revealed that the direct effects of middle school student’s personality traits, family environment on the moral judgment competence have more significance than the indect effects. Personality traits are the protective factors

采用项目法定向遗忘的研究范式，在两个实验中分别采用文字和图片材料考察了情绪性记忆定向遗忘的效果及其心理机制。实验中采用了中性和负性两种实验材料，设置了两种记忆指令出现时间（2秒后提示和5秒后提示），相对于中性材料，被试更不容易忘记负性材料。记忆指令出现的时间只影响图片材料的定向遗忘。研究表明负性情绪会干扰定向遗忘，选择性编码理论可以解释情绪性文字材料的定向遗忘，而抑制理论更能解释情绪性图片材料的定向遗忘效应。

Literature shows parenting styles are consistently associated with child later anxiety. However, the underlying mechanisms linking parenting styles and child anxiety are less well known. Some evidences indicated that parenting styles would potentially influence child’s cognitive coping strategies and sex role orientation, which in turn impact symptoms of anxiety. The present study aimed to evaluate a mediational model of anxiety in college samples in China. We hypothesized that cognitive emotion regulation strategies (e.g. catastrophizing and positive reappraisal), as well as sex role orientation (e.g. masculinity), act as potential mediators between parenting and child anxiety. Method: Short-form Egna Minnen Betraffende Upfostran(s-EMBU), Chinese version of Cognitive Emotion Regulation Questionnaire (CERQ-C), Bem Sex Role Inventory (BSRI) and self-Rating Anxiety Scale (SAS) were administrated to 269 college students (132 males; M=20.6, SD=1.22) to test their retrospective parenting styles, sex role orientation, cognitive emotion regulation strategies, and self reporting symptoms of anxiety respectively. All the questionnaires are translated into Chinese and have good internal reliability in this study. Principle component analysis was carried out on the mother’s and father’s scales of s-EMBU, yielding two higher-order factors (i.e. namely control and care) explaining 71.7% of the total variance. The first factor (control) explained 38.7% of the variance and had high to very high loadings on overprotection and rejection. The second factor (care) explained 33% of the variance and had very high loadings on emotional warmth. Results: We used Amos 4.0 to evaluate the hypothesized model. Results suggested superior fit the model (χ2(6)=15.103, p=.019, IFI=.962, CFI=.960, RMSEA=.075) and it explained 26% of the variance of child’s anxiety. Parenting styles influence child’s later anxiety through the following three ways: (1) direct effect: control style and care style can negatively and positively predict child's later anxiety, respectively. (2) cognitive emotion regulation strategies play the role of mediator: control style promotes using of catastrophizing strategy, which is a significant positive predictor of anxiety symptoms; whereas care style can reduce using of catastrophizing strategy and increase using of positive reappraisal strategy simultaneously, then in turn negatively predict anxiety symptoms. (3) masculinity and positive reappraisal cooperate as mediators: care parenting style contributes to shaping masculinity, which indirectly influences anxiety via complete mediation of positive reappraisal strategies. Discussion: The present study outlined a mediational role of cognitive and personality factors between parenting styles and child’s later anxiety. On the one hand, parenting styles are important to child’s anxiety development, and different parenting style influences child anxiety in different way. On the other hand, there exists complicated relationship within personality, cognitive factors and mental disorders. It suggests further research and theory development on the models of effects of parenting styles and behavior on child anxiety.

The topic of emotions in the workplace especially emotional labor is beginning to garner closer attention by researchers and theorists in recent years. Emotional labor is the process of regulating both feelings and expressions for organizational goals. Following Hochschild’s seminal work, a number of researchers have since studied the effects of emotional labor on workers, with mixed findings. On the basis of previous relevant researches and literatures of emotional labor, the purpose of this study is to explore: (1) the relationship between emotional labor and emotional exhaustion; (2) the relationship between emotional labor and depression/ anxiety; (3) the mediation role of emotional exhaustion between emotional labor and depression/ anxiety specially. ELS, MBI and SCL-90 were applied and 328 employees in retailing participated in this study. The data was processed and analyzed by SPSS16.0 for window. Correlation analysis shows that: (1) deep acting, which is one dimension of the emotional labor, is significantly negatively related to emotional exhaustion (r=-0.215, p<0.01) and may predict emotional exhaustion. Employees use deep acting more frequently in their work to reduce their exhaustion. (2) Deep acting is significantly negatively related to depression (r=-0.159, p<0.05) and anxiety (r=-0.161, p<0.05), it may predict depression and anxiety. Deep acting can alleviate depression and anxiety of employees. The result of regression analysis indicates that emotional exhaustion acts as a mediator between emotional labor and depression/ anxiety. In regression analysis, Deep acting influenced emotional exhaustion (beta=-0.242, p<0.01), depression (beta=-0.159, p<0.05) and anxiety (beta=-0.106, p<0.05) at the first and second step. When exhaustion entered at the third step at which point deep acting became nonsjgnificant indicating a mediation effect. Overall, the results show that surface acting has no significant correlation with exhaustion, depression or anxiety; deep acting is significantly and negatively predictable to emotional exhaustion, depression and anxiety. Emotional exhaustion plays mediator role between emotional labor and depression/ anxiety. Conservation of Resources Theory holds that mental resources are limited; over use mental resource can lead to emotional exhaustion and influence psychological health. From this point of view, several issues are noticeable in the present studies. First, deep acting is a distinct and useful strategy, which can provide mental resource thereby diminish emotional exhaustion, depression and anxiety of employees. So it seems organizations should train their employees to use more deep acting in their work. However, mental resources from deep acting are limited, organizations should provide other approaches to let their employees obtain mental resources, such as create supportive work atmosphere thereby reduce the mental depletion during their emotional labor.

Although adolescents spend increasing amounts of time with peers outside of the home, parents continue to play an important role in fostering healthy socioemotional development across adolescence. Links have been established between parent-child relationship quality and adjustment during adolescence. But the majority of studies on parenting asked adolescents to rate either their relationship with their mother or with their parents as a single entity. There is little information available regarding the associations of adolescent-father relationships to adolescent emotional health. Thus, research is needed to examine both adolescent-mother and adolescent-father relationships. The influence of the relationships with one parent may vary depending on the relationships with the other parent. For example, when the relationships with one parent are negative, the positive relationships with the other parent may be especially important. However, the interaction between the effects of adolescent-mother and adolescent-father relationships has not been examined in previous research. The goal of the present study is to examine the interaction between their effects on adolescents. Furthermore, adolescence is a vulnerable period for developing depression and depressive symptoms increase from early adolescence onwards. The quality of the parent-adolescent relationships is thought to be important for preventing adolescent depressive symptoms. However, the connection between parents-adolescent relationships and depression may differ among different grades, and the connection may be moderated by gender. It is thus necessary to explore the gender and grade differences in the associations between adolescent-mother or adolescent-father relationships and depression. The Chinese versions of the Revised Network of Relationships Inventory (Furman & Buhrmester, 1985) by French and Children’s Depression Inventory (Kovacs, 1992) were administered to 438 adolescents (246 boys and 192 girls) from grade 5, 7 and 10 to investigate the adolescents’ relationships with mothers and fathers, their effects on depression, and the moderating roles of gender and grade in the effects. The main findings were as follows: (1) Adolescents reported more maternal support than paternal support, and more conflict with mothers than with fathers. With the age increasing, both maternal and paternal support decreased, whereas conflict with either parent increased. (2) At grade 7, only parent-adolescent conflict predicted depression positively and significantly. At grade 5 and 10, perceived parental support predicted lower depression while parent-adolescent conflict predicted higher depression. At grade 5, gender moderated the relationship between either maternal support or adolescent-father conflict and depression, i.e., maternal support and adolescent-father conflict predicted depression of adolescent girls rather than boys. (3) High maternal support only moderated the association of adolescent-father conflict with depression among girls at grade 10. For those girls with low conflict with fathers, the level of maternal support was a significant predictor of depression, whereas for those with high conflict with fathers, having a supportive mother didn’t buffer the girls’ depression. The results suggested that support from parents be helpful to decrease the level of adolescents’ depression, and the conflict with parents be a risk factor, and that girls be more sensitive to interpersonal difficulties with parents, especially to the conflict with fathers.

Using dot-probe task design, two experiments were conducted to explore the attentional bias models of participants to imperfect figures. In experiment 1, pairs of figures (one of the pair may be imperfect) appeared on the computer screen for 1000ms. Then, at the center of one of the paired figures appears an arrow, pointing upward or downward. Participants (perfectionists and non-perfectionists) were asked to press one of the two keys on a joystick as quickly and accurately as possible to indicate the direction of the arrow. Such task purported to contrast the attentional biases between the two groups. The second experiment used the same task design except that the time of the figure appearance was shorter (750ms). According to the two experiments, the researcher inferred the shift of attention (from 750ms to 1000ms) when the imperfection of figures were noticed. Results indicated that individuals low on perfectionism tended to show avoidance to the imperfect figures when the imperfect-perfect stimulus pairs were presented. In contrast, highly perfectionistic individuals had a tendency of showing attentional preference to the imperfect figures. The severity of imperfection (mildly imperfect vs. imperfect) of the figures also influenced the models and time courses of participants’ attentional bias. Attention of participants tended to disengage more easily from the mildly imperfect figures (broken line figures) than from the imperfect figures (broken solid figures). Results suggested that imperfect figures arouse “imperfection anxiety” and induces the attentional capture effects which prevents highly perfectionistic individuals from disengaging their attention from it. According to the two snapshots of attention bias with 750ms and 1000ms exposures, the present study indicated that the attentional capture effects induced by imperfect figures were quite similar in nature to those obtained in previous studies on other anxiety-provoking objects(Yiend & Mathews, 2001; Mogg et al., 2000). Therefore, imperfection anxiety may also be studied and interpreted through cognitive approaches, as pervious studies did on other anxiety and other emotional disorders.

以概念启动和情境启动的方式分别激活了可能自我知觉和当前自我知觉，借以检验对自我提高动机和自我增强动机的影响。结果发现：（1）相对于当前自我，可能自我启动后，个体对自我的评价更低，更乐意接受反馈，也更能注意到测试对自己的帮助；（2）一年级学生在读了明星学生的新闻后对自己的评价更低，对明星的评价更高；四年级学生则相反。这表明，消极反馈和可能自我的同时出现引发了自我提高动机，消极反馈和当前自我共同激活了自我提高动机。

Cultural neuroscience is a new interdisciplinary field which combines culture, mind, and the brain. This article briefly introduced the diverse ideas from 2000 to 2010 in cultural neuroscience and reviewed some typical fMRI studies in this field. It supports the idea that the cultural neuroscience will bring about a new integrative theoretical framework for the study of the human mind.

Mirror writing (MW) is a phenomenon characterized by flipping a single letter, a whole word, or a string of letters during handwriting. The flipped handwritings can be normally recognized when projecting to a mirror. MW sometimes incorporates with mirror reading (MR), and these two phenomena are usually defined as mirror error (ME) in previous studies. Non-voluntary mirror error has been observed in children as well as patients with brain damage. Although ME has been found relating to factors such as handedness, gene, intelligence, and script system, brain mechanisms of these phenomena is still unclear and many questions are not answered: e.g., why ME occurred when children are in early stages of learning to write, and then disappeared with learning progress? If ME-associated gene leads to the failure of left-lateralization for language and thus the occurrence of ME, what’s the advantage and disadvantage of the gene type? Is there some special cognitive ability for MW children? What is the relationship between handedness, left-lateralization and language system? This paper systematically reviewed theories on MW or MR, including motor hypothesis, visual-spatial hypothesis, visual word-form hypothesis and leftward eye movement hypothesis. The existing findings in relationships between ME and factors such as handedness, intelligence, and gene were summarized, and the potential neural mechanisms underlying the generation and development of ME were also discussed. Investigations on this phenomenon will benefit our further understanding on mental processing for script-reading and writing, the acquisition of writing skill, and the principle of the object recognition system.

Need is the inner drive of human behavior and actions. Although a few researchers found several needs (success, interpersonal communication, etc.) related to internet addiction, there were still many people who had the same needs but not addicted to internet. Therefore, there must be some other variables influencing the relationship between psychological needs and internet addiction. Through a pilot study of interviewing internet addicted college students, we presented two concepts— reality-gratification and internet-gratification, which can be used to deeply explore the relationship between psychological needs and internet addiction in this study. The main aim of this study is to investigate the relationship among Internet Addiction, psychological needs, and need gratifications both in reality and on the Internet. 1183 college students were selected to complete two questionnaires, including Psychological Needs and Gratification Scale for College Students and Young’s Internet Addiction Scale. Correlation analysis was used to examine the relationship between needs, reality-need gratifications and internet-need gratifications; T-test and MANOVA were both used to testify the differences between Internet addicts and non-addicts at needs and need gratifications; Chi-square test was used to explore the difference of Internet addiction rate among several subject groups. The results reveal that: (1) There were few differences in needs between Internet addicts and non-addicts; however, there were a lot of differences in need gratification between the two groups: the needs of Internet addicts were significantly more satisfied on the Internet than non-addicts, especially for power need, meeting challenge need, social need, and avoiding reality need, while the needs of non-addicts were significantly more satisfied in reality than addicts, especially for identity need, meeting challenge need, social need, cognition need and achievement need; (2) the needs of non-addicts were with significant positive correlations to both reality gratification and Internet gratification, but with stronger correlations to reality gratification; however, the needs of Internet addicts were with more significant correlations to Internet gratification while with few correlations to reality gratification; (3) college students with low reality gratification but high Internet gratification of psychological needs were most prone to Internet addiction. In a conclusion, the study shows significant Internet compensation effect of psychological needs in Internet addicts and it is probably not need but need gratification leading to Internet addiction. Therefore, psychotherapists should pay much attention to their psychological needs and gratifications when dealing with internet addicted college students.

The analyses of mediation effects are frequently applied to the studies of psychology, education, and other social science disciplines. More than one mediator may be involved when the relationship among more than three variables is concerned. For a model with multiple mediators, there are three kinds of mediation effects: total mediation effect, specific mediation effect through a specified path, and contrast mediation effects for the comparison of two or more specific effects. Compared to analyzing multiple mediators by building up several separate models with single mediator, an equivalent model with multiple mediators by structural equation modeling (SEM) has many advantages. For example, specific mediation effects can be tested in the condition controlling other mediators in the model; total mediation effect which is the sum of the specific mediation effects can be tested; contrast mediation effects can be calculated to determine the relative magnitudes of the different specific mediation effects. The purpose of the present study is to summary an effective procedure for analyzing multiple mediators based on structural equation modeling. There are at least three weaknesses frequently found in the present empirical studies involved multiple mediation effects. First, not all of the three kinds of mediation effects were considered, leading to the incomplete analyses of multiple mediation effects. Second, Sobel’s testing method was dominantly used, but the test method was based on the normality assumption that was typically violated by any kind of the mediation effects because they included the product of two parameters. Third, the computations of standard errors of multiple mediation effects often required manual calculations. At the present study, we propose a procedure to analyze the model with multiple mediators. The procedure is able to deal with both manifest and latent variables, and overcome all the three weaknesses described above. The first step is to establish a model including multiple mediators based on the theoretical frame in the field. In the second step, some auxiliary (phantom) variables are introduced into the model. These auxiliary variables will help researchers to obtain all the three kinds of mediation effects if the output of SEM software does not provide them directly. In the third step, bias-corrected percentile Bootstrap method, which can be implemented easily by MPLUS software, is recommended to analyze multiple mediation effects. It shows that the corresponding mediation effect is significant if a confidence interval does not include zero. Of course, the results of Bootstrap SEM analysis are acceptable only when the SEM model is fitted well. We used an example to illustrate how to conduct the proposed procedure by using MPLUS software. MPLUS program is attached to facilitate the implementation of bias-corrected percentile Bootstrap method to analyze multiple mediation effects. The programs can be managed easily by empirical researchers. In fact, in addition to Bootstrap method, Bayesian method also can be selected to analyze multiple mediation effects, the results of Bayesian SEM analysis are acceptable only when the SEM model is fitted well and the Markov chain is convergence. It is possible for Bayesian method to improve the power to detect mediation effects by incorporating prior information about the indirect effect.

以上海和昆明的499名犯罪青少年和504名普通青少年为被试，采用问卷法对犯罪青少年的情绪智力、父母社会支持和社会适应状况进行考察，发现（1）普通青少年的情绪智力、父母社会支持和社会适应状况显著好于犯罪青少年；（2）情绪智力显著预测普通和犯罪青少年的积极和消极社会适应状况；（3）父母社会支持能够直接预测犯罪青少年的社会适应状况，同时也能够调节情绪智力对犯罪青少年的社会适应状况的预测作用，父母社会支持对社会适应的直接效应和缓冲效应假说均得到了支持。

Moderation indicates that the strength and/or direction of the relation between an independent variable and a dependent variable is affected by a third variable, which is called moderator. Moderation models are frequently used in the research of psychology and other social science disciplines, but some issues are still need to be clarified. The purpose of the present study is to clarify two issues in moderation effect analysis. One is the role of the mean-centering; the other is the advantages and disadvantages of two existing methods for testing simple slope. Firstly, the product term in moderated regression might be collinear with its constituent parts, making it difficult to detect interaction effects. Some researchers presumed that mean-centering could reduce colinearity and improve the precision of estimates from collinear data, but this is not true. After reviewing the role of mean-centering in moderated multiple regression, we emphasize that mean-centering does not change the coefficient of the product term (moderation term) of the regression, but changes the coefficients of the first-order terms (main effect terms) and improves the interpretability of results. Secondly, when an interaction is found, the interactive effect need to be further probed to fully explicate the relationship among the three variables. The most common method for probing interactions is to test simple slopes. We discuss the merits and demerits of two methods for testing simple slope: Pick-a-point method and Johnson-Neyman’s method. Pick-a-point method is to test simple slopes at several specific levels of the predictors and report whether they are significant, whereas Johnson-Neyman’s method is to test simple slopes in the whole range of the predictor and report the regions in which the simple effect is significant. We suggest that Johnson-Neyman’s method be adopted to analyze simple slope test when the moderator is a continuous variable, whereas the pick-a-point method be adopted to analyze simple slope test when the moderator is a categorical variable or researchers are interested in the test at some special points of the moderator. An example is given to illustrate how to conduct moderation effect analysis by multiple linear regressions and test simple slope by using Johnson-Neyman’s method. Directions for future study on moderation effect analyses are discussed at the end of the paper. In fact, in addition to mean-centering, standardization is an alternative to analyze moderation effects, and the effect tests with mean-centering and standardization are equivalent. Furthermore, two methods for testing simple slopes can expend to more complicated moderation models, such as multilevel moderation models and moderation models in which the dependent variable is a binary variable.

Researches of metaphor make people realize that metaphor is not only a means of rhetoric but also a cognitive style to explore the world. Cognitive linguistics about metaphor focused on cognitive mechanism of metaphor. With question about whether metaphor process need more cognitive effort than literal language, people found several theoretical interpretations such as standard pragmatic model, direct access view and graded salience hypothesis (GSH). GSH suggested that the fact of salient make the difference of language comprehension but not the fact of difference between literal language and nonliteral language (such as metaphor, ironic, idiom and proverb). With the advance of event relate potential, we recorded the brain electrophysiology when processing metaphor and literal language under strong or weakly salience. As with same level of salience between metaphor and literal, the literal stimulus could evoke a large N400 component because more effort according to direct access view. However, if weakly salience stimulus evoked larger N400, we could deduct that the salience impact Chinese metaphor comprehension and support the GSH. To investigate how the salience influences metaphor comprehension, we presented a modified S1-S2 task of metaphor and literal paired word with different salience (strong/weakly). All stimuli presented with paired-words extracted from rating pool with high or weakly salience as sentences form of “A is B” (such as Time is money). Participants read two levels of salience paired-words of metaphor and literal, each level with 40 trials, and judged the semantic relation between two words (S1-S2). The brain electrical activity of S2 were recorded from 64 electrodes mounted on participant’s heads according to the international 10–20 system with Neuroscan 4.3 software (NeuroScan, Herndon, VA, USA). Reference electrode was placed on the left mastoid and average mastoid reference was derived off-line using right mastoid data. EEG was amplified (half-amplitude band-pass 0.05–100 Hz) and digitized at a sampling rate of 500 Hz. The EEG was segmented into epochs of 200 ms pre-feedback (for baseline correction) and lasted 1000 ms after its onset. Two ANOVA analyses with fact of sentence type (metaphor vs. literal) and salience level (strong vs. weakly) were conducted of mean amplitude for N400 and P600 component. With results of N400, we found significant main effect of salience level [F (1,15) = 11.737, p < .01] that weakly stimulus with

Hierarchical linear modeling (HLM) techniques were used to explore the role of teacher affect in the effect of temperament on emotion regulation among adolescents. Emotion Regulation Questionnaire (ERQ) and Early Adolescent Temperament Questionnaire-Revised (EATQ-R) were administered among 1385 students from grade 7 through grade 12 and Teacher Affect Questionnaire (TAQ) among 36 head teachers in China. Results showed that different dimensions of temperament had different effects on emotion regulation, and different aspects of teacher affect exerted different modulations on the process of the influence of temperament for emotion regulation. These results mean that in the process of affect teaching, teachers should take different strategies of affect teaching for students of different temperaments to promote the development of students’ emotion regulation. 注：因接到编委会通知需要500字长摘要，而长摘要无法上传，只好放在文章中，该处只是短摘要。

Homework is not only an extensively-applied instructional instrument but also the most important learning activity for students after class. Despite the long history of homework research, the role that homework plays in enhancing student achievement is not thoroughly understood. The purpose is to explore the relationship between homework and academic achievement through reviewing the homework research. The conclusions can help teachers to assign homework and help students to study more effectively. From the characteristics of homework, the process of homework completion, parental involvement in homework and the mechanism underlying the effects of homework on study, the article explored the relationship between homework and academic achievement. Finally, the author pointed out the practical values and the further directions of research in this field. Most studies supported the conclusion that homework can improve academic achievement. Firstly, the characteristics of homework can affect students’ achievement. Researchers found positive association between homework time and achievement. Meanwhile, the relationship can be moderated by the age or grade of students. The appropriate amount of homework is conducive to high achievement. The proper strategies teachers adopt during homework assignment can enhance academic achievement. The recent studies obtained some new results. The strength and direction of the homework-achievement association depend on the homework indicator chosen and differ to some degree across analytical levels. Secondly, the process of students’ homework completion relates to their academic achievement. Some results showed that there were different patterns of preferred homework styles between high- and low-achieving groups. High achievers value their homework more, put forth more effort and are more persistent, as compared to low achievers. After then, the relationship between parental involvement in homework and academic achievement were discussed. If the parents are tought to improve the students’ completion of homework and help students to manage their homework behavior, the students’ achievement can be enhanced. Finally, the mechanism underlying the effects of homework on study were summarized.There are several suggestions for teachers and parents. The teacher should pay attention to the individual differences among students when they are assigning homework. They should select the most proper mode and homework materials to increase students’ interest and homework completion. Parents and teachers should cultivate children’s self-regulatory capability and good homework styles. All of these are helpful to enhance students’ achievement. At last, the author pointed out the further directions of research in this field. Homework is the most complicated learning activity. Many variables have effects on the relationship between homework and achievement. So the future research should discuss their relationship more detailedly from various angles. According to the systemic model of homework, learning environment, teacher, student characteristics and role of parents influence homework behavior jointly. How do these factors determine the effect of homework? Researchers should expand the research in the future. Because of nested data in homework research, the researchers should pay more attention to multilevel model to explore the relationship between homework and academic achievement. The author argued that homework research should be more closely associated with well-founded psychological theories of learning and instruction.

This study included two experiments using the classical double-task PM paradigm. The aim is explored that sufficient exposure to the target prior to its being designated as such may aid detection of that target, thereby improving PM in the face of demanding ongoing activities. The results of experiment 1 showed that using both the strict and lenient criterion method, the main effect of target pre-exposure was significant. The results of experiment 2 showed that using both of the strict and lenient criterion method, PM score performed decreasing tendency from high to low level of target pre-exposure. In conclusion, the current study demonstrated that the targets exposing prior to the PM instructions generally improved PM performance, and target pre-exposure eliminated nearly all failures to remember the intended action. PM performance became better as target pre-exposure level rises. According to these results, the simple activation model was supported.

In order to overcome the shortage of cluster analysis which often bias the choice of a solution and the lack of statistical indices to assist in the choice of a final solution, the current study use latent profile analysis to study types of social support of junior middle school students. Beside, we also use discriminate analysis to validate the accuracy of the classification that use latent profile analysis to class types of social support. On the other hand, we not only study the relationship between social support, learning motivation, learning strategy, academic performance from the variable level. But also analyze the effect of different types of social support on learning motivation, learning strategy, academic performance from the perspective of individual differences. 374 junior middle school students are selected form one middle school to attend the questionnaire survey which includes perceived social support scale, motivated strategies for learning questionnaire and learning Motivation Scale. Students’ performances are measured by their mid-term test scores.

After Cognitive Load Theory（CLT）was proposed by John Sweller in 1980s’, researchers began to invent new methods for measuring cognitive load. At present, the measurements can be divided into three categories: subjective measures; task performance measures; physiological measures. Because of its simplicity, practicability and convenience, subjective measures was the most popular in recent influential researches on cognitive load. According to some statistics, the Paas Cognitive Load Scale（the PAAS）designed by Paas in 1993 was used most in the previous researches. However, some researchers leveled criticism at it, which was focused that sensitivity and validity of PAAS were to call a question, because its items were few and it was easy to cause social desirability effects. Therefore, the objective to the research was to identify the most sensitive and effective subjective measurement tool by comparing three subjective rating scales, and test the sensitivity of response time of secondary-task which was used as reference object to subjective measures. In the dual-task experiment paradigm, the primary task was face recognition, which was to choose the only right answer from four faces according to the criterion ordered by the researcher, and the secondary task was mental calculation, which was to judge one two digits whether to be divided with no remainder by three or not. We used a 3×4 mixed design with between-subjects factor being category of subjective rating scale and within-subjects factor being task difficulty. The subjective rating scale included three categories, which were the PAAS, the Workload Profile Index Ratings（the WP） and the NASA Task Load Index （the TLX）. The task difficulty included four categories, which were matched by the difficulty level of primary task （easy or difficult） and secondary task （easy or difficult）. A sample of 60 college students volunteered to participate in the study. Ages ranged from 18 to 22 years and all were right-handed. The subjects were randomly assigned to three groups of the same size: 20 subjects filled out the PAAS, another 20 answered the WP, and the remaining 20 filled in the TLX. The experiment was carried out on the computer, which program was designed by E-prime psychology software so as to control the presentation time of experiment materials and measure the response time and accuracy of the secondary task. The hypotheses were testified on the whole. The results showed that, in the present task condition, the sensitivity and intrusiveness of response time of secondary-task were both better and it could be used as reference object to subjective measures. Meanwhile, the sensitivity and validity of the WP and the PAAS were both better, and were higher than those of the TLX. At the same time, the sensitivity and diagnosticity of the WP were higher than that of the PAAS. In conclusion, taking all evaluating indexes into consideration, the WP was the most effective and perfective subjective rating scales of the three, especially for the task of medium or lower difficulty.