ISSN 1671-3710
CN 11-4766/R
主办:中国科学院心理研究所
出版:科学出版社

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    Autism: Is It An Extreme Form of the “Male Brain”?
    CAO Shuqin; CAO Yanyan
    Advances in Psychological Science    2015, 23 (10): 1775-1788.   DOI: 10.3724/SP.J.1042.2015.01775
    Abstract4356)      PDF (809KB)(112572)      

    In 2002, "Extreme Male Brain Theory of Autism" was proposed by Professor Baron-Cohen at the University of Cambridge. In his theory, autism is thought to be an extreme form of the typical male cognitive style. The female mentality, characterized by empathy, is usually deficient in autism, while male mentality, characterized by systematism, is greatly developed. This theory was established on the basis of the empathizing-systemizing theory, and then developed into the hyper-sensitizing theory. Although facing some challenges, the theory has gained support in many disciplines: psychological, neurological, biological, etc. In particular, a high intrauterine testosterone level was found in the fetus with autism, as demonstrated by digit ratio, handedness, play behavior, parental occupation, as well as islets of ability, etc. This theory provides us with a new perspective for understanding autism.

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    Family Rearing Environment and Children’s Development: The Differential Susceptibility Hypothesis
    MA Yuanyuan; ZHOU Quan; XING Shufen
    Advances in Psychological Science    2015, 23 (11): 1931-1941.   DOI: 10.3724/SP.J.1042.2015.01931
    Abstract2590)      PDF (450KB)(69514)      

    The differential susceptibility hypothesis maintains that children have differential susceptibility to rearing environments’ influence. Some children are not only more vulnerable than others to the negative effects of adversity, but also disproportionately susceptible to the beneficial effects of supportive and enriching rearing environment. Firstly, this article elaborated the basic theoretical perspectives of differential susceptibility theory and the statistical criteria for establishing differential susceptibility. Secondly, empirical research evidence consistent with differential susceptibility model in recent years was reviewed from behavioral, endophenotypic and genetic factors, namely, how these factors moderated the effects of rearing environments on the children’s development as moderators. Finally, the limitations of previous studies and the directions of future researches were summarized.

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    Analyses of Mediating Effects: The Development of Methods and Models
    WEN Zhonglin;YE Baojuan
    Advances in Psychological Science    2014, 22 (5): 731-745.   DOI: 10.3724/SP.J.1042.2014.00731
    Abstract20837)      PDF (348KB)(68693)      

    Mediation models are frequently used in the research of psychology and other social science disciplines. Mediation indicates that the effect of an independent variable on a dependent variable is transmitted through a third variable, which is called mediator. In most applied research, Baron and Kenny’s (1986) causal steps approach has been used to test mediating effect. In recent years, however, many methodological researchers questioned the rationality of the causal steps approach, and some of them even attempted to stop its use. Firstly, we clarify the queries on the causal steps approach one by one. Secondly, we propose a new procedure to analyze mediating effects. The new procedure is better than any single method that constitutes the procedure in terms of Type I error rate and power. The proposed procedure can be conducted by using observed variables and/or latent variables. Mplus programs are supplied for the procedure with observed variables and/or latent variables. Finally, this article introduces the development of mediation models, such as mediation model of ordinal variables, multilevel mediation, multiple mediation, moderated mediation, and mediated moderation.

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    Cited: Baidu(342)
    The Effects of Interword Spacing in Chinese Text Reading: A Meta-analysis Based on Eye Movements Research
    YU Xianglian; REN Zhihong; YE Yiduo
    Advances in Psychological Science    2015, 23 (11): 1894-1909.   DOI: 10.3724/SP.J.1042.2015.01894
    Abstract1273)      PDF (471KB)(64935)      

    Meta-analysis was used to investigate the effects of interword space in Chinese text reading. In the present study, 18 retrieved literatures were used, including 186 pairs of data which met the meta-analysis standard (n = 756). The results indicated that: (1) the overall effect of interword space on mean fixation duration, total fixation count of the whole sentence, first fixation duration, gaze duration, total reading time of target word, and fixation count of target word was 0.65, -0.12, 0.26, 0.58, 0.67 and 0.64 respectively. (2) Significant differences were revealed in the subgroups analysis: the effect of foreign students group was strikingly higher than Chinese students group on mean fixation duration, first fixation duration, gaze duration, total reading time of target word, and fixation count of target word. The spaced group was remarkably higher than the highlighted group on mean fixation duration. The lower level group was significantly higher than the higher level group on gaze duration, total reading time of target word, and fixation count of target word. The true word group was dramatically higher than the pseudo-word group on gaze duration, total reading time of target word, and fixation count of target word. The primary school students group was significantly higher than the college school students group on the total reading time of the target word.

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