Parental, peer, and teacher influences on the social behavior of Hong Kong Chinese adolescents

Intensive interviews and self-report questionnaires were used to investigate parental, peer, and teacher influences on the prosocial and antisocial behaviors of Hong Kong Chinese adolescents. Students came from 5 academically different high schools. Results indicated that perceived parental influence was positively associated with frequency of prosocial behavior and negatively associated with frequency of delinquent behavior. Students with good relationships with their parents and peers showed lower frequencies of antisocial behaviors than did students with bad relationships. Adolescents in different identity statuses (achievement, moratorium, foreclosure, diffusion; E. H. Erikson, 1968) showed different patterns of prosocial and antisocial behaviors. For example, adolescents in the identity achievement group exhibited high frequencies of prosocial behaviors and low frequencies of antisocial behaviors, but those in the identity moratorium group exhibited quite high frequencies of both prosocial and antisocial behaviors.     

Modulation of recognition and temporal order memory retrieval by dopamine D1 receptor in rats

The present study examines the effects of SKF 81297, a selective D1 agonist, on information retrieval in recognition and temporal order memory for objects, using three different tasks. Separate groups of rats were trained in each task and then given an intraperitoneal injection of saline or the D1 agonist (0.03, 0.3 mg/kg), before the memory testing trial in an object recognition, object location, and object temporal order memory tasks. We show that SKF 81297, at high dose (0.3 mg/kg), facilitates information retrieval after a long delay (4 h) in the three memory tasks whereas both high and low doses of D1 agonist impair recognition memory after a short delay (15 min). These results indicate a significant role of dopamine D1 receptors in recognition memory for both familiarity and place of objects in addition to object temporal order memory.     

大学生亲社会倾向、亲社会推理以及它们的相关模式

采用《亲社会倾向测量》和《亲社会推理客观测量》研究了17至20岁大学生的六类亲社会倾向和亲社会推理的状况。发现大学生将利他的亲社会倾向列为六类倾向中的首位,接下来依次是紧急的、情绪性的、依从的、匿名的和公开的亲社会倾向;在亲社会推理五种类型中大学生选择比率最高的是内化价值定向的推理,接下来依次是刻板定向、需要定向和享乐主义定向的推理,所占比率最低的是赞扬定向的推理;六类亲社会倾向与亲社会推理之间具有特定的棚关模式．利他的和匿名的亲社会倾向与内化价值定向和刻板定向的推理正相关、与享乐主义定向及赞扬定向的推理负相关,公开的亲社会倾向与赞扬定向的推理正相关、与需要定向的推理负相关。跨文化比较证实,中美大学生的上述三个方面表现出一定的差异。     

Chinese immigrant mothers of adolescents: self-perceptions of acculturation effects on parenting

Immigrant families in the United States experience many adjustments, including the challenge of parenting in a new context. The relationship between self-perceptions of parenting behavior and mothers' perceived acculturation levels for themselves and their children was examined in 95 Chinese immigrant mothers. Data showed that mothers perceived their children as more acculturated than themselves, mothers reported a great need to learn more about how their children are growing up today, a larger perceived acculturation gap was associated with more parenting difficulties, and several factors contributed to perceptions of a more favorable parenting experience. Culturally responsive methodologies used in the translation and administration of measures, and specific modifications made to develop the Chinese version of the Parent Success Indicator, are discussed.     

中国人眼光谱相对视亮度函数的研究——Ⅳ.亮度级对光谱相对视亮度的影响

本研究主要采用闪烁光度法得到四个亮度级上的相对视亮度曲线。以此为基准进而又作出了相应亮度级上最小可觉明度差别阈限曲线。所得结果表明随亮度级增高,光谱相对视亮度发生变化:在可见光谱中段,保持不变,两端降低。     

Role adjustment as the unit of analysis for researching child development during the transition to school

While child development is well-recognized as a complex process which could hardly be decomposed into separate lines or domains in contemporary psychological theories, the decomposition approach is widely used in empirical studies. Based on the cultural-historical theory, this study argues for adopting the unit of analysis as a way to bridge this gap, and finds “role adjustment” as a suitable unit to analyse child development during the transition to school. The case of a 5-year-old second-generation Chinese Australian child's transition to school (with a total of 34 h of observation and 5 h of interview) is presented to verify its feasibility and to illustrate how it could be achieved in a research practice. The case study demonstrates that a child's role adjustment is in essence a process of transforming his/her role system, during which his/her major roles, the relation of the major roles, as well as his/her role-taking patterns change as a whole, and by tracing a child's role adjustment trajectory, how the child is learning and developing, what difficulties he/she encounter, and why these difficulties appear become clear.     

A Comparison of the Legitimacy of Power Between Confucianist and Legalist Philosophies

The concept of legitimacy is at the heart of the theory of power. It is essential to understand how a political power is built and how obedience is obtained among the population. We examine here the legitimacy of power for two of the most important political philosophies of classical China: Confucianism and Legalism. We show how a specific group of the population, the scholar-officials, play a specialised role in the two systems, acting as a legitimisation group. We further compare rites and laws as a way to obtain social order, and morality vs punishments as a way to obtain obedience. We conclude that the Confucianist system is less fragile than the Legalist, but also more oppressive, since it allows fewer personal choices to individuals.     

Adolescents' willingness to help with peer victimisation in Taiwan: The role of individual and situation-specific characteristics

The purpose of this study is to evaluate adolescent bystanders' willingness to help and specific help responses as predicted by both individual characteristics (e.g., gender, empathy, victimisation experiences) and situation-specific characteristics (i.e., bystander's relationship with the victim and the presence of another bystander). The study used an experimental vignette method with a sample of Taiwanese adolescents. Participants included 730 seventh graders (49% girls, mean age 12.8 years) attending one middle school in a southern city in Taiwan. Results show that both individual characteristics (e.g., gender, empathy) and a situation-specific characteristic (i.e., the relationship a participant had with the victim) predicted adolescents' willingness to help. However, only individual characteristics predicted adolescents' specific help responses including telling the teacher, telling the bully to stop, and comforting the victims. Directions for future research and implications for interventions and prevention programs are discussed.     

The Functions of Integration and Confrontation in Internal Dialogues

While integrative and confrontational internal dialogues (IDs) are often treated as opposing and numerous positive functions are ascribed to the former, this paper assumes that integration and confrontation are not mutually exclusive but independent processes. When exploring IDs that simulate social relationships and are described by different configurations of integrative and confrontational characteristics, canonical correlation analysis revealed that in competitive dialogue, the strong confrontational attitude of the dialogue's author is accompanied by the weak integrative attitudes of both ID parties. The more the ID is based on a rivalry between the parties, the lower the levels of bond, support, and insight functions are and the higher the level of substitution is. In persuasive dialogue, the confrontational attitude of the dialogue's author is combined with the integrative attitudes of both parties. The more the ID is based on persuasion, the higher the intensity of substitution, insight, bond, support, and self-guiding is. The findings suggest a synergistic effect of co-occurring integrative and confrontational attitudes in one ID.