Perceived stress is proved to have great influence on both physiological and mental health. Despite that most studies of stress are focused on the pressure caused by great life event, more and more researchers are paying increasing attention to the stress caused by daily hassles. A lot of researches have been conducted to explore the relationship between daily hassles with psychological health (such as negative emotion) and healthy behavior (such as smoking and vegetable taking). In the study, the other important concept is the meaning in life. It is emerging as an important topic in positive psychology. Plenty of studies have demonstrated that meaning in life is of great importance to individuals’ life development and is very essential to mental health. So the present longitudinal study aimed to explore whether daily hassles can be applied to the model of stress perception and test the moderating role of meaning in life in the relation of stress perception on psychological adjustment. In the present study, the self-reported data were collected from 153 freshmen. To avoid the common method variance, two waves of survey were administrated, using time lagged design with two months in between. In the first wave, participants were asked to provide ratings of Inventory of College Students' Recent Life Experiences, perceived stress scale, questionnaire of meaning in life and some demographic information. In the second wave, psychological adjustment was assessed. After the investigation, the data collected in two waves were matched, input into computer and analyzed by software of SPSS 16. 0 and M-Plus 7. The results showed that daily hassles were positively correlated with perceived stress and were negatively correlated with psychological adjustment. Besides, both perceived stress and meaning in life were positively correlated with psychological adjustment. Structural Equation Modeling (SEM) was employed to analyze the data. The results showed that perceived stress played a fully mediating role between daily hassles and psychological adjustment. Questionnaire of meaning in life contains two subscales: presence of meaning and search for meaning. SEM showed that presence of meaning moderated the relationship between stress perception and psychological adjustment. That is to say, when freshmen are faced with daily hassles, those who possess higher level of meaning would adjust to college life better than those who possess lower level of meaning. However, the moderating role of search for meaning was not significant. The present study not only examined the relationships among daily hassles, perceived stress and psychological adjustment which expanded the related areas and enriched the original theory, but also found that presence of meaning played an important role on psychological adjustment among freshmen, which is a hot area of occupational health psychology. Daily hassles are the negative phenomenon that cannot be ignored. This study provides an effective intervention to improve the freshmen psychological adaptation. Future research can use three-wave-data to further explore the causal relationship among daily hassles, perceived stress, meaning in life and psychological adjustment. Besides, in order to generalize these results to other populations, more studies among different samples are required.

Differential rehearsal account and the inhibition account were proposed to explain the directed forgetting effect. The differential-rehearsal account claims that to-be-remembered items receive more rehearsal than to-be-forgotten items. However, the inhibition account argues that the inhibition system prevents to-be-forgotten items from receiving further processing. Both accounts were supported by some electrophysiological evidences. But few study directly investigated the mechanism when the remembering/forget cue presented, and the brain potential features of the load effect on forgetting remains unclear. Therefore, we hypothesized that if forgetting is merely a passive process, then there would be no active effort required to process the to-be-forgotten information. Accordingly, there would be no load effect on the ERPs elicited by forgetting cues. On the contrary, if forgetting is an active process involving cognitive inhibition, then forgetting different amounts of information would require different levels of cognitive resource. Accordingly, the high load of forgetting was expected to be different from the low load of forgetting, reflected by the ERP amplitudes. Specifically, we predicted that the N2-P3 complexes might be sensitive to memory loads, because the N2 component has been related to forgetting attempts, while P3 has been associated with inhibition process and was sensitive to memory load. A novel short-term memory test was used in this study with Arabic digits (1-9) and letters (A-Z) as stimuli. Within each trial, two memory items were presented sequentially, followed by a cue indicating either the presented items should be remembered or not. The amount of memory information was much (high load condition) or less (low load condition). After an interval (a calculation operation), subjects were asked to make a response to the probe stimuli. The event related potentials (ERP) locked to the cues. Fourteen undergraduate students (8 male and 6 female, with a mean age of 21.4 years, SD = 1.6) were recruited for the present study. Repeated measures ANOVA with cue (remember vs. forget), load (high vs. low), caudality and electrode site as the within subject factors were performed on the mean amplitudes of the ERPs evoked by the cues. The ERP results revealed that: (1) remembering cues evoked more positive ERPs than forgetting cues during the 280-430 ms time window, with a maximum difference at frontal scalp sites; (2) the load effects were observed for both the remembering cues and the forgetting cues. Cues in the high load condition evoke more positive ERPs than that of the low load condition. The ERP results suggested that different cognitive resource was relocated to different cues, as well as to different amount of memory. The to-be-remembered items receive more cognitive resources than the to-be-forgotten items which reflected by the more positive ERPs. The marked load effect on forgetting might correlate to the active manipulation of working memory such as removing or inhibiting the abundant to-be-forgotten information. Different cognitive resource was recruited in the process of inhibiting different amount of irrelevant information. More cognitive resources were recruited in inhibiting more irrelevant information. These results indicated that the inhibition plays an important role in directed forgetting.

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.

When enter university, students are confronted with opportunities on development, as well as some challenges, how to overcome these challenges to obtain good adaptation is a main task for college students. Also, the level of adaptability may directly affect present and future development of students. It was found that there are some internal and external factors influence college students’ adaptability, while emotional intelligence and interpersonal relationship are two important factors. The influence of emotional intelligence on adaptability has been confirmed by a growing number of studies, but little is known about the mechanism why emotional intelligence can affect adaptability. By reviewing the existed studies, we found that interpersonal relationship may play a mediating role between emotional intelligence and adaptability. As interpersonal relationship in class was mainly part comprising college students’ interpersonal network, in this study, we aimed at exploring whether interpersonal relationship in class could mediate the association between college students’ emotional intelligence and adaptability is in order. There were 646 college students (218 boys and 428 girls) from 20 classes in 7 universities were surveyed. Emotional Intelligence Scale and College Student Adaptability Inventory were used to provide measures of emotional intelligence and adaptability separately. As the traditional measuring method of interpersonal relationship in class, method of questionnaire and sociometric measurement ignore the difference between the subjective and objective choice or the biphasic principle of interpersonal relationship, Social Network Analysis could make up for the inadequacy of traditional methods, and was adopted in this study to take a unique look at students’ interpersonal relationship in class. A network questionnaire was used to measure class network, and the degree centrality of class network was used to describe student’s interpersonal relationship in class. In the process of data analysis, the Ucinet6.0 was used to analyze relation data from network questionnaire to obtain degree centrality of class network firstly. Then, for the clustered data (students nested in classes), a 1-1-1 multilevel mediation model was used to model impact mechanism of emotional intelligence and class network on adaptability in HLM6.02. The results indicated that: (1) emotional intelligence is significantly associated with degree centrality of class network and adaptability, emotional intelligence could positively predict one’s degree centrality of class network and adaptability; (2) degree centrality of class network mediated the relationship between emotional intelligence and adaptability. The present study revealed that, emotional intelligence not only directly influenced college students’ adaptability，but also indirectly influenced adaptability through class network．These findings had important theoretical and practical values and may contribute to increasing college students’ adaptability and health. Firstly, we should attach importance to the effect of emotional intelligence on adaptability, help college students to improve the level of emotional intelligence and self-monitoring ability. Secondly, improve interpersonal relationship in class, would be great useful for improving adaptability. Thirdly, constructing harmonious class environment to improve class network, can improve peer support and adequately reduce college students' stress, help to achieve adaptation.

The analyses of moderated mediation effects are frequently applied to the studies of psychology, education, and other social science disciplines. A moderated mediation model is a combination of both moderation and mediation models. When a mediation effect is moderated by a moderator, the effect is termed moderated mediation and the model is a moderated mediation model. There are three common types of moderated mediation models: first-stage moderated mediation, second-stage moderated mediation, and dual-stage moderated mediation. Researchers have been searching for the most appropriate analytical method for testing moderated mediation. The observed variable regression approach has been the most popular. One critical limitation of regression approach is that regression analyses assume that variables are measured without error, which result in biased estimates of moderated mediation effect. Structural equation modeling (SEM) method has been extensively used to estimate moderated mediation effect because it corrects for measure errors. Product-indicator method was dominantly used to analyze latent moderated mediation model. There are at least two weaknesses frequently found in moderated mediation effects by product-indicator method. First, product-indicator method involve some type of multiplication of indicators to form the indicators of the latent variable that represents the product of the two latent variables, the generation of product indicators make users feel difficult to use. Second, product-indicators are not normal distributed, estimates based on normal assumption may be bias. In order to improve the above shortcomings, the researchers suggest that moderated mediation effects should be analyzed by Latent Moderated Structural Equations method. The purpose of the present study is to summary an effective procedure for analyzing moderated mediation effects based on Latent Moderated Structural Equations. LMS is a distribution analysis. Compared to analyzing moderated mediation by linear regression and product-indicator method, Latent Moderated Structural Equations (LMS) has many advantages. First, LMS uses the raw data of indicator variables directly for estimation and not require the forming of any products of indicator variables. Second, LMS account for the nonlinearity in estimating the parameters of the model. Thirdly, the simulation researches show that LMS generated unbiased parameter estimations and standard errors under the usual assumption. At the present study, we propose a procedure to analyze the moderated model by LMS. The first step is to decide how well the model would fit by running a baseline model where the latent interaction term is not included. If the SEM model is not fitted well, stop the moderated mediation analysis. Otherwise, go to the second step. In the second step, AIC or log-likelihood ratio test is used to decide how well the model would fit by running a moderated mediation model where the latent interaction term is included. If the SEM model is not fitted well, stop the analysis. Otherwise, go to the third step. In the third step, product of coefficients approach by Hayes (2013), which can be implemented easily by MPLUS and LISREL software, is recommended to analyze moderated mediation effects. It shows that the moderated mediation effect is significant if a bias-corrected percentile Bootstrap confidence interval of the targeted product of coefficients does not include zero. 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 moderated mediation effects. The programs can be managed easily by empirical researchers. Directions for future study on moderated mediation are discussed at the end of the paper. In fact, the primary criticism of the LMS approach is that it is computationally intensive. Researcher suggest that simple model with smaller number of latent variables should be used. Another option would be to use parceling to reduce the number of indicators per latent variable.

In the research of psychology and other social science disciplines, researchers often do not know how to analyze mediation effect when the independent, mediator or/and dependent variable are categorical, even if they can skillfully conduct mediation analysis with continuous variables. The conventional mediation analysis, transforming multi-categorical variable into dichotomous or continuous variable or using analysis of variance (ANOVA), might be lack of efficiency when the independent variable is multi-categorical. A procedure is proposed and recommended to use the method integrating relative mediation with Omnibus mediation to analyze mediation effect when the independent variable is multi-categorical. The first step is to implement Omnibus mediation analysis. If Omnibus mediation effect is not significantly different from zero, the k-1 relative mediation effects are zero, where k is the number of the categories. Otherwise, go to the second step. In the second step, relative mediation analysis is used to find if each relative mediation effect is significant. If there is no relative mediation effect is significantly different from zero, the mediation analysis is end. Otherwise, go to the third step. In the third step, the results with relative direct effects are reported. An example is given to illustrate how to conduct the proposed procedure by using SPSS software. Then, the evolution of the mediation analysis method with categorical mediator or dependent variable is discussed, and the scale unified process is the focus. In early years, the product of coefficients (ab) obtained from the logistic regression was used to analyze mediation effect when mediator or dependent variable is categorical. Later, abstd was adopted to analyze the categorical mediation effect. Recently, was used to analyze the mediation effect. We suggest that is preferred to analyze mediation effect when mediator or dependent variable is categorical. In addition, we emphasize that asymmetric interval is used to test the significance of . We used an example to illustrate how to conduct the proposed procedure by using SPSS software. Directions for future study on categorical mediation are discussed at the end of the paper. In fact, in addition to dummy coding, sequential coding and contrast coding are alternative to code multi-categorical independent variable, and the result of mediation effect tests with these three coding methods are equivalent, but the coding method will influence the implication of the relative indirect, direct, and total effects. Furthermore, the method integrating relative mediation with Omnibus mediation to analyze mediation effect of multi-categorical independent variable could be expended to more complicated mediation models, such as single-step or parallel multiple mediator models in which there is more than one mediator. Finally, it is a promising direction to analyze mediation effect with binary dependent variable in Structural Equation Modeling.

本研究考察了家庭社会经济地位与父母教育投资对流动儿童学业成就的影响。数据来自由中国儿童青少年心理发育特征调查项目所建立的中国儿童青少年学业成就数据库。调查样本为4~6 年级流动儿童1411 名（男859 名，女552 名）和城市儿童3574名（男1933 名，女1641 名）。结果发现：（1）家庭收入和父母受教育水平直接预测流动儿童的学业成就，同时通过父母教育期望和家庭学习资源为中介影响流动儿童学业成就，证实了家庭投资理论对我国流动儿童群体的适用性。（2）以城市儿童为对照组进行多群体比较发现，流动家庭和城市家庭在家庭社会经济地位影响儿童学业成就的路径模型上存在差异，流动家庭的父母受教 育水平对家庭学习资源的影响效应显著小于城市家庭的，流动家庭的父母教育期望对数学成就的影响效应显著大于城市家庭的，证实了家庭投资理论在亚群体上的差异性，和流动家庭相对于城市家庭对子女学业影响的独特效应。

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.

Time plays an important role on decision-making and actions in people’s daily life, and different people have different perception of time. Time perspective reflects personality difference on time dimension, which can be mainly divided into present time perspective and future time perspective, and they represent the mental representation towards present and future respectively. Previous studies have showed that there was a relationship between time perspective and choice preference. Food choice behavior is a typical behavior in daily behavior. This goal of this is to examine the difference of food choice preference between present time perspective and future time perspective people from the explicit and implicit view. And we also aim to explore the role of construal level in the relationship between time perspective and food choice preference. In the study, we conducted two experiments: In experiment 1, we used ‘Zimbardo Time Perspective Inventory’ to pick out college students with Present-Hedonistic perspective or future time perspective (30 Present-Hedonistic perspective vs. 30 future time perspective people) to participate in the Food Choice Task. All participants made a choice between healthy food and unhealthy food. The results showed the subjects with Present-Hedonistic perspective have a higher unhealthy food rate than those with future time perspective. In the experiment 2, we use SC-IAT (Single Category Implicit Association Test) and employ a 2 (Present-Hedonistic perspective vs. future time perspective) × 3(high construal level vs. low construal level vs. control construal level) between-subjects design. Time perspective is one independent variable as the between-subjects factor measured by Zimbardo Time Perspective Inventory, and construal level is another independent variable as between-subjects factor, which is operated by Thinking Reasoning Start Task. And 90 participants received different operations. The dependent variable is an indicator called D value that computed by response time which suggest people’s implicit preference on palatable but unhealthy food products. The results showed that the subjects with Present-Hedonistic perspective have a higher D value than those with future time perspective; the people with low construal level have a higher D value than control group, and the control group are significantly higher than high construal level; time perspective and construal level have an interaction on food choice preference. For people with Present-Hedonistic perspective, the difference of construal level has a significant impact on unhealthy food choice preference And for people with future time perspective, the difference of construal level has no significant impact on unhealthy food choice preference. From what have discussed above, we can draw the conclusion that: firstly, the individuals with different time perspective have different food choice preference. The people with present perspective have unhealthy food choice preference, and its performance on food choice task and implicit preference from the explicit and implicit view. And for people with Present-Hedonistic perspective, the construal level significantly affects unhealthy food choice preference, namely high construal level people have less unhealthy food choice preference. But for people with Present-Hedonistic perspective, the effect of construal level is not significant.

What kind of person are you looking for? What kind of person is the one you ultimately married? How can a series of characteristics be matched between two people that will favor the fruitful development of the marital relationship? These are essential questions with regard to assortative mating, and it is clear that these issues have considerable practical significance. Assortative mating refers to the nonrandom coupling of individuals based on their resemblance to each other on one or more characteristics. Although hypotheses on assortative mating have typically been framed in terms of similarity (i.e., positive assortment ) and complementarity (i.e., negative assortment), numerous studies on mate choice have supported the similarity hypothesis. Homogamy has been reported for numerous characteristics, including facial appearance, relative stature, body mass index, physical attractiveness, education level, socioeconomic status, religion, mental ability, attitudes, attachment style, and some personality traits. Most people ultimately pair with partners who resemble themselves; however, there are some inconsistencies in the existing literature on the association between assortative mating and relationship quality. We have summarized the extant controversies with regard to three aspects, namely, the roles of perceived similarity and actual similarity, the association between similarity matching and relationship quality, and the link between dominant position and fitness of similarity matching. Specifically, the first controversy involves the question of whether actual similarity or perceived similarity is linked to attraction and relationship satisfaction. While some researchers maintain that actual similarity is critical for facilitates attraction, others argue that only perceived similarity is important. These researchers argue that satisfaction also leads to increased perceived similarity, and that perceived similarity further facilitates satisfaction. Second, although we expect that partners who are similar in terms of their psychological characteristics would get along better and be more satisfied with their relationships, the results of extensive research on this topic have been generally weak and contradictory. Several studies have found a positive relationship between similarity and marital quality for personality-related domains, but not for attitude-related domains. However, other studies have reported that personality similarity had only a negligible additional effect on relationship quality after controlling for the main effects of each individual’s personality. Third, the widespread of similarity matching phenomenon has established its dominant position in the field of assortative mating, but there is no consensus on whether this dominance means absolute fitness. Some researchers emphasize the positive effects of homogamy on marital relationship as well as on reproduction and nurture, so they believe in "what exists is reasonable". However, others find no substantial effect or even undesirable outcomes. In fact, several studies have supported the fitness of dissimilarity-matching under certain conditions, suggesting that similarity and complementarity are not necessarily opposing, but are affected by individual and situational factors. Several studies have supported dissimilarity-matching under limited conditions, suggesting that similarity and complementarity are not necessarily opposing, but are affected by individual and situational factors. The underlying causes behind these differences may be complex. Given that most studies have only explored the correlation between assortative mating and marital relationships while ignoring potential moderating or mediating variables, it seems likely that the use of exceedingly simple designs has lead to perceptions of the superiority of similarity matching. Furthermore, different studies have focused on divergent characteristics or sub-characteristics have employed various theories and different measurement scales, potentially leading to inconsistent results. Finally, some studies may not have been sufficiently precise in their calculations of similarity and the analytical methods employed. In conclusion, future studies should deepen their research focus in order to construct a complete theoretical model with regard to assortative mating, embrace diverse research methods and scientific measurements, ensure consistency in calculations and analytical methods, and conduct further research on the association between assortative mating and relationship quality in both China and in other cultures.

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.

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.

Abstract Recent studies suggest that the surface personality traits mediate the basic personality traits and the performances. The surface personality traits are referred to as surface behaviors, described as individual differences in tendencies to behave within specific situational contexts. Compared with surface traits, the basic personality traits are enduring dispositions which are indicative of prevailing behaviors in a range of situations. As psychologists have long been interested in the role of Interpersonal Competence in adolescents’ mental health and interpersonal interaction, the present study explore the proposed relationships by adopting a hierarchical approach to Interpersonal Competence as a basic personality trait or independent variable, Social Adaptiveness as a surface personality trait or mediator, and Social Inferiority and Mental Health as dependent variables respectively. What’s more, the relation between Social Inferiority and Mental Health is also be examined. In addition to the three subscales of the YG, namely Lack of Objectivity, Lack of Cooperativeness, Aggressiveness, the Interpersonal Competence Questionnaire(ICQ), the 12-item General Health Questionnaire (GHQ-12) and the Adolescents’ Social Inferiority Scale were presented to the 841 middle school student subjects, who were from grade 7 through 12 and selected by stratified sampling. The Anderson & Gerbing(1988)’s Two-step Approach to Structural Equation Modeling, the bias-corrected percentile Bootstrap method and the Multi-group Structural Equation Modeling were applied to analysis the data. Firstly，in accordance with expectations, the results showed that 1) Interpersonal Competence was a significant predictor of Social Adaptiveness (β=-.193，t=-4.007**)， Social Inferiority(β=-.167，t=-4.333**), and Mental Health(β=-.354，t=-8.980**); 2) Social Adaptiveness was a significant predictor of Social Inferiority (β=.298，t=6.389**) and Mental Health(β=.544，t=10.277**). So，what could be concluded was that Social Adaptiveness could mediate the relationship between Interpersonal Competence and Adolescents’ Social Inferiority，and the relationship between Interpersonal Competence and Mental Health, respectively. It was surprising that there was no significant relation between Adolescents’ Social Inferiority and their Mental Health (β=.054，t=1.663). Secondly，the bias-corrected percentile Bootstrap method was carried out to reveal the mediation of Social Adaptiveness on the relationships between Interpersonal Competence and Adolescents’ Social Inferiority. The results of the means of 1000 resamples showed that there was partial mediation as the 95% confidence interval was[-.097，-.024]，and the mediator effect was .344 with the 95% confidence interval being [.134, .554]. In the same way, the bias-corrected percentile Bootstrap method was carried out to reveal the mediation of Social Adaptiveness on the relationships between Interpersonal Competence and Mental Health. The results of the means of 1000 resamples showed that there was partial mediation as the 95% confidence interval was[-.177, -.055]，and the mediator effect was .297 with the 95% confidence interval being [.048, .546]. Lastly, the Multi-group Structural Equation Modeling showed there was multi-group invariance among 2 samples (the ECVI value of the unconstrained model was .257, the ECVI value of the measurement weights model was .252, the ECVI value of the structural covariances model was .256, and the ECVI value of the measurement residuals model was .318). These findings indicated that for secondary school students, Interpersonal Competence had effect both on Social Inferiority and on Mental Health, and the effect was partially mediated by Social Adaptiveness. But their Social Inferiority wound not necessarily result in their Mental Health problem because there was no significant relation between these two variables. Future studies, using different health behaviors and experimental designs, could firmly find the role of Interpersonal Competence and Social Adaptiveness in the social behaviors and they thus should become the routine targets for the interventions.

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.

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.

Common method bias (CMB) test is a routine step in empirical studies of psychology since the same measurement method probably produces common method variance (CMV) in variables that might falsely inflate or deflate observed relationships among measures. There are three popular statistical approaches for testing CMB including Harman’s single-factor test, controlling for the effects of an unmeasured latent methods factor (ULMC) technique and confirmatory factor analysis (CFA) marker technique. First, to better understand the effects of CMV, we analyzed the mathematical model of CMV to illustrate how it inflated or deflated the observed relationships. Obviously, the inflation or deflation of the observed relationships caused by CMV were not only associated with the method and traits themselves, but also related to the correlations between the method and traits. Then, we discussed the statistical power of Harman’s single-factor test, ULMC, and CFA marker technique for testing CMB. Harman’s single-factor test showed the lowest power, and ULMC technique had median power in CMB test. Although CFA marker technique had the highest power, there were also some shortcomings such as the difficulties in finding an ideal marker variable. Many researchers claimed that their marker variables were ideal, but the fact was that only about half of the researches adopted ideal marker variables. A simulated sample with 40% CMV was tested by the three approaches mentioned above. As a result, only CFA marker technique indicated that serious CMB existed in the sample. Based on the previous analyses, we proposed that a good approach to testing CMB should have at least three features: reflecting the mathematical model of CMV, stability in CMV test, and sensitiveness to the changes of CMV and CMB. The mathematical model of CMV means that observed variables’ variances are only from three sources: method, traits, and random errors, the CMV may cause changes in correlations between different traits. Therefore, any statistical approach for testing CMB should reflect these three kinds of variances, especially the method variances. But as for CFA marker technique which can extract most of the method variance, marker variable only represents method to some extent. With regard of the stability, a good evaluation criterion will not be affected by factors other than CMV. For example, Harman’s single-factor test is serious affected by questionnaire reliability and the number of traits. The sensitiveness means that a good approach sensitively responds the change of CMV and CMB. The previous simulation study found that ULMC technique, one of the most popular statistical approaches was less sensitive to the change. In conclusion, Harman’s single-factor test is not a good approach to test CMB, and ULMC technique is better. Although CFA marker technique has relatively high statistical power, it is too complicated and its procedures for testing CMB are tedious. In order to simplify the steps, the test of Model C can be deleted given that the actual data is usually difficult to meet the assumption of Model C. Till now, we don’t have an ideal approach to test CMB yet. Even if we would have, the best way to minimize the CMV is through the beforehand control.

There was a great deal of empirical research on narcissism in Western psychological field. This research relied on the theoretical studying of predecessors, explored undergraduate students’ narcissism and its relationship with mental adaptation. The results showed: (1) There wasn’t significant difference in Narcissism by sexual distinction. But there was significant difference in mental adaptation. Men students were better than women students in mental adaptation. (2) Students from different specialized subjects had not significant difference in Narcissism. But there was significant difference in mental adaptation. (3) Compared with narcissism and 4 factors of mental adaptation, there was relationship between narcissism with mental self-control and self-confidence.

At present, researchers in western countries explored the construction and development of children personality maturely, but studies’ foundation in our country is relatively weak. Many studies used the western ?paradigms as references, or used the revised personality questionnaires which were applied in the western culture to assess children in our country directly. Researchers consider that personality is the psychological properties with cultural traits. If the study is conducted to explore the construction and development of children’s personality systematically, we should carry out it in the context of the entire Chinese culture, which can ensure the study’s conclusion reflecting the characteristics of Chinese children’s personality exactly. Above all, this paper contributes to the local research of construction and development of children’s personality in our country, such as the development characteristics of age and gender. First, we carried out qualitative research combining the teachers’ free description and selected the proper personality traits adjectives which can describe the children from the Wang Dengfeng’ adults personality traits adjectives. And integrated the two ways and referred to the related literatures for the qualitative research. A precise and completed descriptive personality construction of children was obtained. Second, on the basis of qualitative research, we made the teachers’ rating questionnaires, which was used to investigate the children’s personality in the quantitative ?paradigm, and established the rating personality construction of Chinese children. Combining qualitative and quantitative research, we established personality construction of preschool children which was made up of five dimensions, including intellectual characteristics, conscientiousness, pro-sociality; emotional stability, extraversion. The personality questionnaire was named as “preschool children personality rated by teachers” with fine reliability and validity which is made independently as assessing tools. Third, we adopted the longitudinal study with the cohort sequential design to explore the age and gender characteristic of preschool children’s personality development. Recruited 608 preschool children and classified into three cohorts which were named 3-3.5, 3.5-4,4-4.5 years old as participants. Using new personality questionnaire, we measured once every six months, measured four times in all. Next, the BIC in multiple group analysis of latent growth curve model (LGM) was applied to decide whether the three cohorts have all the same developmental trend. In other words, a single coherent trajectory across the observed age range is appropriate. If a single coherent trajectory exists, we will apply hierarchical linear modeling(HLM) to master and deal with data to further explore the age and gender characteristics of children personality development. The result showed that: (1) As for the age difference, the five dimensions of preschool children’s personality developed rapidly between 3 and 6 years old. And the developmental trend was quadratic curve. The critical period is 3 to 4 years old, and personality continued to develop between 4 and 5 years old, but the speed become slow and stable from 5 to 6 years old. (2) Considering the gender differences of children personality, the outcomes suggested that scores of conscientiousness and pro-sociality dimensions of preschool girls were significantly higher than preschool boys at the age of 3 years, but the developing speed had no difference from 3 to 6 years. In other words, the development level of girls’ conscientiousness and pro-sociality was always higher than boys’ at the age of 3 years. In conclusion, the five dimensions of preschool children’s personality developed with the quadratic curve, and became stable when children were 5-6 years. The two dimensions which are named conscientiousness and pro-sociality have dramatically gender differences between boys and girls at the age of 3 years old.

Resilience has gained enormous attention by scholars from both theoretical and practical perspectives for several decades. However, a lack of research on specific levels of protective factors, such as individual competence in ascertaining and judging other people’s psychological states, has rendered this field unsubstantiated except for some general rules. Therefore, this comparative study focuses on the differences in Theory of Mind between resilient children and non-resilient ones, and their implications for resilient development. Method: Employing multi-information convergence method, the authors screened out 99 resilient children and 176 nonresilient ones from 523 local primary and middle school students ranging from grade 3 to 8 in Henan Province who score relatively high on index of proximal adversity/pressure. A set of Theory of Mind (ToM) test was administrated to all subjects. This test included 12 strange stories that covered topics from pretending, joking, lying, white lies, metaphors and irony to persuasion, double bluff, misunderstanding, forgetfulness, jealousy, and contrary emotions. There was a control story (story on physics) between every two psychological stories. For every psychological story, children were asked an understanding question (score 1 if correct, 0 if incorrect), and a psychological inference question (score range from 0~3, higher score for children who explained the story in more details). Results: Taking reading ability, gender and age as covariates, results from MANCOVA revealed that resilient children got higher ToM scores in general than their nonresilient counterparts. ANCOVA showed that there are of significant differences in five ToM tasks such as pretending, irony, persuading, double bluff and misunderstanding, there is a critically significant difference in the task of white lie, while no significant differences in other ToM tasks are found between the two groups. When the effects of age and gender fixed, partial correlation indicated the noteworthy positive relationship between ToM and psychosocial development. Discussion: On the one hand, as actively requesting for social support and protective environment is crucial for children under pressure from adversity, those who have better interpersonal relationship will gain more psychological resilient ability than those who don’t have. On the other hand, there exists positive correlation between theory of mind and interpersonal relationship in children. Thus, the authors suggested that the better interpersonal relationship (and hence more opportunities for acquiring social support) played a major role in the relationship between theory of mind and psychological resilience. Implications for the correlation between ToM and psychological social development (i.e., children’s popularity rated by teachers and peers) are also discussed in detail. Conclusions: Psychological resilient children scored higher on twelve ToM tasks than nonresilient children; and there existed positive relationship between ToM competence and psychological social development, especially for the social competence that were rated by peers rather than teachers.

Moral disengagement is an individual predisposition to evoke cognitions that allow individuals to restructure their actions to appear less harmful, minimize their role in the outcomes of their actions, or attenuate the distress that they cause to others. Thereby, individual with high levels of moral disengagement may tend to report less prosocial behavior. But, the majority of research on moral disengagement has been conducted in Western cultures, and we have limited knowledge about the moral disengagement of Chinese counterparts. Moral identity is a key psychological mechanism that translates moral judgments, principles, or ideals into action. In other word, moral identity is an important source of moral motivation, leading to greater concordance between one’s moral principles and actions. For example, a stronger sense of moral identity predicts higher rates of volunteerism, and is positively related to perceptual and reflective “moral attentiveness”, empathy, and other forms of prosocial behavior. Therefore, the aim of this present study was to examine the relationship between moral disengagement and college students’ prosocial behavior, and the moderation of moral identity in contemporary China. The Moral Disengagement scale, the Prosocial Tendencies Measure, and the Moral Identity Scale were administered to 550 college students (218 boys and 332 girls) in Taiyuan City, Shanxi Province, using Structural Equation Model Analysis. Results were as follows: (1) Moral disengagement had a negative effect on the prosocial behavior (?=-.29, p<.001). Moral identity had a positive effect on the prosocial behavior (?=.42, p<.001), and significantly moderated the relationship between moral disengagement and prosocial behavior. (2) There was a significant positive relation between moral disengagement and prosocial behavior at high levels of moral identity, ?=-.45, p<.001. However, at low levels of moral identity, the relation between moral disengagement and prosocial behavior was nonsignificant, ?=-.10, p>.05. Finally, the theoretical and practical implications of the findings from the study were discussed. It was argued that findings enriched the theory of moral disengagement by confirming the moderating role of moral identity in the relationship between moral disengagement and prosocial behavior. It suggests, based on the findings, that we can nature individual’s prosocial behavior by reducing their moral disengagement, and improving their moral identity.

Creativity-the generation of useful and novel ideas-produced by individuals in the workplace has been recognized as a primary source for innovation within the organization, and thus is important for sustainable development and competitive advantages. In terms of this, more attentions are paid for employee creativity. Among them, existing literature indicated that personality is a critical factor that explains the differences of individual creativity and some characteristics do influence creativity. But researchers found that individuals with creative personality may not produce creativity. Thus, to promote employee creativity, we intended to explore the mechanism of how creative personality leads to employee creativity. At first, we reviewed the preliminary literatures and identified relative theories about creative personality and creativity. Secondly，we developed a moderated mediation model to examine the mechanism between creative personality and employee creativity including the mediating effect of goal orientation and the moderating effect of intrinsic motivation based on motivated action and achievement motivation theory．Thirdly，we examined our hypotheses by using a sample of 251 subordinate-supervisor dyads from 13 companies in China. The results showed that: (1) Creativity personality can reliably predict employee creativity (β=.591，p<.01) while employee’ s learning goal orientation and performance approach orientation partially mediated the relationship between the two; (2) Intrinsic motivation not only enhanced the influence of employee’ s learning goal orientation(β=.37，p<.01) and performance approach orientation(β=.31，p<.01) on employee creativity, but also positively moderated the indirect relationships between creative personality and employee creativity via goal orientation. What’s more, this study also indicated that the indirect effect of creative personality on employee creativity through performance approach goal orientation was no longer significant(r=.032, p<0.05) while through learning goal orientation was still significant (r=.032, p<0.05) under low level of intrinsic creativity. This study not only extended existing literatures about personality and employee creativity by exploring the mechanism how creative personality lead to creativity, but also shed a light on management practices to improve employee creativity. Firstly, from the selection standpoint, companies should pay attention to personality when recruiting employees since individuals with creative personality may produce creativity. And specific job description helps organizations recruit more qualified applicants who are interested in the job. Secondly, organizations should focus on the goal orientation development of employees with creative personality. On the one hand, it’s important to develop a climate that felicitate learning and provide knowledge accesses through training for creative employees to enhance their learning goal orientation; on the other hand, organizations should advocate the importance of creativity and reward employees who obtain creative achievements. In this way, creative employees with performance approve orientation will focus on creative work in order to approve their ability. At last but not least, managers should be fully aware of the importance of intrinsic motivation. Only with intrinsic motivation and then focus on their tasks in the workplace can employees with creative personality show high level creativity. Thus, management practices such as optimizing job design and empowering leadership behaviors could be taken to promote their intrinsic motivation. The results showed that: (1) Creativity personality can reliably predict employee creativity in the work place(β=.591，p<.01) while employee’ s learning goal orientation and performance approach orientation partially mediated the relationship between the two; (2) Intrinsic motivation not only enhanced the influence of employee’ s learning goal orientation(β=.37，p<.01) and performance approach orientation(β=.31，p<.01) on creativity in the workplace, but also positively moderated the indirect relationships between creative personality and creativity in the workplace via goal orientation. What’s more, this study also indicated that the indirect effect of creative personality on creativity in the workplace through performance approach goal orientation was no longer significant(r=.032, p<0.05) while through learning goal orientation was still significant (r=.032, p<0.05) under low level of intrinsic creativity. This study not only extended existing literatures about personality and creativity in the workplace by exploring the mechanism how creative personality lead to creativity, but also shed a light on management practices to improve creativity in the workplace. Firstly, companies should pay attention to personality when recruiting employees since individuals with creative personality may produce creativity in the workplace. Secondly, organizations should focus on the goal orientation development of employees with creative personality. On the one hand, it’s important to build learning organization and provide knowledge accesses for creative employees to enhance their learning goal orientation; on the other hand, organizations should advocate the importance of creativity and reward employees who obtain creative achievements. In this way, creative employees with performance approve orientation will focus on creative work in order to approve their ability. At last but not least, managers should be fully aware of the importance of intrinsic motivation. Only with intrinsic motivation and then focus on their tasks in the workplace can employees with creative personality show high level creativity. Thus, management practices such as optimizing job design and meeting their needs could be taken to promote their intrinsic motivation.

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.

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.

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）.

This study explored the unstable characteristics of psychological time on moving stimulus to indicate some link between psychological time and space in dynamic conditions. Subjects reproduced the duration of movement displayed on the monitor. The results showed that:(1) the reproduced duration of line and arc was significantly higher than nonocclusive circle and square;(2) contrasting line and arc, the main effect of duration was significant and the mean reproduced duration on direction of left-to-right and up-to-down was significantly higher than right-to-left and down-to-up;(3) The time estimation of arc movement was more close to the linear movement with the arc length than the chord length.