Does Socioeconomic Status Matter for Chinese Immigrants’ Academic Socialization? Family Environment,Parental Engagement,and Preschoolers’ Outcomes

Families’ academic socialization mediates how socioeconomic status (SES) affects children’s achievement. However, little is known about whether cultural values and family cohesion could buffer negative effects of low SES. We examined parental academic socialization and children’s achievement in 220 low- and middle-SES Chinese immigrant families with four-year-olds. Low-SES parents showed less stressful family environments and stronger beliefs about parental responsibility for education. However, middle-SES parents provided more reading engagement and enrichment activities. Reading engagement and SES were significantly associated with children’s academic performance. These findings demonstrate low-SES families’ strengths but suggest the need to provide more support for such families.     

帮忙失败后我会被差评吗?好心帮倒忙中的预测偏差

好心帮倒忙事件时有发生, 帮忙失败的施助者往往认为受助者会苛责自己, 因而可能不愿再次提供帮助。这种预测准确吗?通过6个研究( N = 1763), 对比施助者对受助者反应的预测和受助者的实际反应, 发现了施助者在好心帮倒忙时的预测偏差：他们高估了受助者的负面反应。而在帮忙成功时, 施助者未出现预测偏差或预测偏差的强度较弱。导致该预测偏差的原因是, 施助者更为关注自身的能力, 以为受助者也关注自己的能力, 而受助者更为在意施助者的温暖程度。     

试次历史对跨通道非空间返回抑制的影响

个体对刺激的反应不仅受刺激本身的影响, 还会受到先前刺激的影响, 表现为对当前试次中刺激的反应会受到前一试次的影响, 即试次历史。本研究采用“线索-中性线索-靶子”范式探讨前一试次有效性对跨通道的非空间返回抑制的影响。实验1通过连续两个试次间的线索有效性考察在跨通道非空间返回抑制中试次历史的影响。为了在跨通道非空间返回抑制中减小试次历史的影响, 实验2通过延长试次间时间间隔考察跨通道非空间返回抑制中试次历史的作用是否减小。结果发现, 前一试次线索无效时, 当前试次中的返回抑制效应量显著小于前一试次有效时, 这种影响会根据试次中线索和靶子通道的不同而不同。并且当延长试次间的时间间隔可以有效地减少前一试次对当前试次的影响。因此本研究表明, 试次历史能够对跨通道非空间返回抑制产生影响, 并且这种影响可以通过增大试次间时间间隔来减小。     

知觉模糊度影响学习的延迟效应

基于迁移适当加工理论,采用连续识别任务范式,通过操纵字词和图片的模糊度来考察知觉模糊非流畅的延迟效应。结果发现：（1）模糊不流畅的材料学习判断值更低;（2） 知觉模糊程度对即时的再认成绩没有影响,但在延迟再认测试中流畅性较低的模糊材料成绩更好。该结果表明实验操纵方式所引发的编码过程和记忆测试所需的检索过程性质上相匹配,而且延迟测试时,知觉非流畅可以促进学习,说明该效应存在边界。     

Pinyin and English Invented Spelling in Chinese-Speaking Students Who Speak English as a Second Language

This study examined pinyin (the official phonetic system that transcribes the lexical tones and pronunciation of Chinese characters) invented spelling and English invented spelling in 72 Mandarin-speaking 6th graders who learned English as their second language. The pinyin invented spelling task measured segmental-level awareness including syllable and phoneme awareness, and suprasegmental-level awareness including lexical tones and tone sandhi in Chinese Mandarin. The English invented spelling task manipulated segmental-level awareness including syllable awareness and phoneme awareness, and suprasegmental-level awareness including word stress. This pinyin task outperformed a traditional phonological awareness task that only measured segmental-level awareness and may have optimal utility to measure unique phonological and linguistic features in Chinese reading. The pinyin invented spelling uniquely explained variance in Chinese conventional spelling and word reading in both languages. The English invented spelling uniquely explained variance in conventional spelling and word reading in both languages. Our findings appear to support the role of phonological activation in Chinese reading. Our experimental linguistic manipulations altered the phonological awareness item difficulties.     

青少年社交焦虑与学习投入的关系:意向性自我调节的解释作用及其年龄差异

本研究以6所初中、高中和大学1597名青少年为被试,一方面考察了社交焦虑、意向性自我调节和学习投入在青少年发展中的特点;另一方面考察了青少年社交焦虑与学习投入之间的关系,以及意向性自我调节在两者关系的中介作用及其不同青少年期之间的差异。结果发现：（1）随着青少年年龄增长其社交焦虑水平降低,相对于青少年中晚期,青少年中期学习投入水平较低;（2）社交焦虑可以显著负向预测青少年的学习投入;（3）意向性自我调节在社交焦虑与青少年学习投入之间起中介作用;（4）青少年中晚期群体意向性自我调节的中介作用显著,但是青少年早期意向性自我调节的中介作用不显著。结果表明：首先,青少年随着年龄的增长可以减缓社交焦虑水平;其次,青少年中期面临复杂的发展任务,这样不利于其学习投入;最后,社交焦虑可以显著预测青少年学习投入,并且在青少年中晚期意向性自我调节是两者关系的中介桥梁。     

中文词类信息在副中央凹中的加工

本研究采用边界范式, 通过操纵预视词和目标词的词类一致性探讨中文阅读中副中央凹中能否加工词类信息。实验采用单因素3水平设计, 三种预视条件: 一致预视、词类不违背预视、词类违背预视。对实验数据进行线性混合模型及贝叶斯分析发现: 词类违背条件和词类不违背条件下对目标词的注视时间和注视概率没有显著差异, 即无词类信息的预视效应。该结果倾向于支持序列注意转移模型, 眼动控制模型的未来发展应更加关注灵活性和普适性。