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2023 Vol. 11, No. 5
Published: 2023-09-30

Review
Article
Forum
 
       Forum
345 Working memory training in practice and prospect of Chinese education
LIU Peibing, ZHOU Renlai
DOI: 10.3969/j.issn.2095-4301.2023.05.001
Facing the modernization of education, we should not only pay attention to students’ academic performance, but also cultivate students’ cognitive ability and comprehensive ability, and pay attention to students’ mental health. Working memory training refers to concentrated practice in an adaptive way to improve individuals’ working memory ability, which is the core of human cognitive activities and is of great significance to the development of world-class education with Chinese characteristics. In this paper, working memory training is summarized, and the empirical researches on the effectiveness of working memory training were reviewed from the evidence of behavior and neuroscience. The practice of working memory training in Chinese education is viewed from the development of training software. We are looking forward to the application of working memory training to Chinese education system.
2023 Vol. 11 (5): 345- [Abstract] ( 1736 ) HTML (1 KB)  PDF (936 KB)  ( 1023 )
       Article
351 Study on growth curves of self-concept in school-age children and adolescents
RONG Mengjie, WANG Yinshan, YANG Ning, ZUO Xinian
DOI: 10.3969/j.issn.2095-4301.2023.05.002
Objective To establish the self-concept growth curve of school-age children and adolescents in China, discover developmental rules, and find and intervene developmental deviations early. Methods Relying on the accelerated longitudinal cohort data for healthy children and adolescents from“Chinese Color Nest Project:growing up in China”(devCCNP), 399 typically developing children and adolescents(62 completed two longitudinal waves)completed the Piers-Harris children’s self-concept scale(PHCSS)to assess developmental levels of self-concept, and then a generalizedadditive mixed model(GAMM)was proposed to construct their growth curves. Results The modeling of growth curves indicated that the global self-concept scores decreased linearly with age in girls, and increased at first and then decreased in boys, showing an inverted U-shaped curve. Meanwhile, the main effects of physical appearance and attributes(P=0 .044)and freedom from anxiety(P< 0 .001)were significant between the two groups. Conclusion School-age children and adolescents develop their self-concept differently in gender. The growth curves showed a continuous reduction of the self-concept in girls and a turning point at the age of 10 in boys. Both girls and boys experience dramatic changes of freedom from anxiety, and more attention should be paid by school and family education practice.
2023 Vol. 11 (5): 351- [Abstract] ( 1775 ) HTML (1 KB)  PDF (1025 KB)  ( 1356 )
359 Meta-analysis on intervention effect of physical exercise on mental health problems of left-behind children in rural areas
ZHANG Bo, XU Jiang, ZHANG Lingyan, WEI Xing
DOI: 10.3969/j.issn.2095-4301.2023.05.003
Objective To systematically review the intervention effect of physical exercise on mental health problems of left-behind children in rural areas, and provide suggestions for the mental health prevention and treatment of left-behind children. Methods We searched literature till June 2022 of physical exercise intervention on mental health problems of rural left-behind children published in Chinese and English in databases, such as CNKI, Vip, and Web of Science. Three-level meta-analysis was conducted by using the R package metafor. Results A total of 8 articles were included and analyzed, with a total sample size of 579 people, 288 in the experimental group and 291 in the control group. The metaanalysis results indicated that after physical exercise, the mental health of left-behind children significantly improved(g=-0.648 7, 95%CI -0.924 5 --0.372 9, P<0.001). Meta-regression results showed that there were significant moderating effects of the participants’age(Q=4.052, P<0.05), frequency of exercise(Q=4.608, P<0.05), and number of exercise types(Q=6.667, P<0.01). Conclusion The mental health of rural left-behind children can be effectively improved through physical exercise.
2023 Vol. 11 (5): 359- [Abstract] ( 1756 ) HTML (1 KB)  PDF (755 KB)  ( 1696 )
364 Recent impact of COVID-19 pandemic home quarantine on infant neuropsychiatric development during perinatal period
MA Fuchan, ZHANG Jing, YANG Lulu, PENG Yongmei
DOI: 10.3969/j.issn.2095-4301.2023.05.004
Objective To analyze recent impact of COVID-19 pandemic home quarantine on infant neuropsychiatric development during the perinatal period. Methods Infants aged 2 months born from October 2021 to January 2022 were selected as the control group(n=177), and infants aged 2 months born from March to July 2022 were selected as the experiment group(n=119). The infants in the experiment group experienced the COVID-19 pandemic home quarantine. The neuropsychiatric development of the infants the of two groups at the age of 2 months was compared by using the age and stage questionnaires from five functional areas, including communication, gross motor, fine motor, solving problem, and person-society. Results The incidence rates of neuropsychological development retardation in the experiment group and the control group were 7.56% and 6.78%, with no significant difference(P>0.05). The scores of communication and female infants’ gross motor in the experiment group were significantly lower than those of the control group(P<0.05). There were no significant differences among other functional areas’ scores and the total score of infants in both groups (P>0.05). Conclusion The COVID-19 pandemic home quarantine during the perinatal period has certain negative impact on the communication and female infants’ gross motor skills. Positive intervention measures should be given.
2023 Vol. 11 (5): 364- [Abstract] ( 1733 ) HTML (1 KB)  PDF (818 KB)  ( 1088 )
368 Relations between family socioeconomic status and preschool children’s learning abilities: mediating role of home reading environment
WANG Cai, ZHANG Lei, YAO Mengmeng, ZHANG Yue, WANG Junxi, PAN Linyun, CHI Xia
DOI: 10.3969/j.issn.2095-4301.2023.05.005
Objective To analyze the effects of family socioeconomic status(SES)on preschool children’s learning abilities, and explore the mediating role of home reading environment. Methods A total of 1 625 preschool children were enrolled by using stratified random sampling method. By using home reading environment questionnaire for children and preschool learning skills scale, data of preschool children’s general information, family SES, home reading environment, and learning abilities were collected. Then, the data were sorted out and analyzed, and the mediator model was constructed and tested. Results The family SES was significantly negatively associated with preschool children’s scores of learning abilities(r=-0.199 , P<0.001). The home reading environment played a partial mediating role in the relationship between family SES and learning abilities of preschool children(P<0.001), and mediating effect accounted for 16.03 % of the total effect value. Conclusion The home reading environment plays an important role in the relationship between family SES and preschool children’s learning abilities, and promotes the development of children’s learning abilities.
2023 Vol. 11 (5): 368- [Abstract] ( 1785 ) HTML (1 KB)  PDF (752 KB)  ( 1368 )
373 Relationship between social exclusion and adolescents’ suicidal ideation: a moderated dual-pathway model
LIU Zhihong, ZHANG Shanshan
DOI: 10.3969/j.issn.2095-4301.2023.05.006
Objective To explore the relationship between social exclusion and adolescents’ suicidal ideation and its mechanism of action. Methods This study was conducted on 612 adolescents using the social exclusion scale, core self-esteem scale, teacher support scale, and suicide intention scale. Multiple linear regression was used to test the mediating and moderating effects, and the Bootstrap method was used to estimate the confidence interval. Results Social exclusion had a positively predictive effect on suicidal ideation. Core self-esteem partially mediated the relationship between social exclusion and suicidal ideation. Teacher support moderated the the first half and direct path of the mediating effect of this mediated model. Conclusion Social exclusion can lead to
suicidal ideation in adolescents, and high level of teacher support can effectively mitigate the negative effects of social exclusion.
2023 Vol. 11 (5): 373- [Abstract] ( 1684 ) HTML (1 KB)  PDF (818 KB)  ( 1408 )
379 Construction of online and offline multi-teaching methods and its influence on students’ academic performance and diagnostic ability in experimental teaching of diagnostics
FAN Dongmei, MA Xionghui, WANG Shuwen
DOI: 10.3969/j.issn.2095-4301.2023.05.007
Objective To explore the construction of online and offline multi-teaching methods and its influence on students’ academic performance and diagnostic ability in experimental teaching of diagnostics. Methods Ninety-eight clinical medical students were enrolled in this study. According to the random number table method, the studentswere divided into control group and observation group(n=49). The control group adopted conventional teaching methods, and the observation group received online and offline multi-teaching methods. The students’ academic performance, diagnostic ability, academic self-efficacy, and teaching satisfaction were compared and analyzed. Results At the end of the semester, compared to the control group, the theoretical test and the practical test scores of the observation group were significantly higher(P<0.001); the ability of medical history collection, doctor-patient communication ability, clinical diagnostic thinking ability, diagnostic analysis ability, and interest in learning significantly increased. The academic self-efficacy and teaching satisfaction of the observation group were significantly higher than those of the control group(P<0.001). Conclusion The establishment and application of online and offline multi-teaching methods can effectively improve the academic performance of clinical medical students, enhance the sense of academic self-efficacy, and optimize diagnostic ability. The multi-teaching methods have high teaching satisfaction, which are worthy of further research and promotion by the education department.
2023 Vol. 11 (5): 379- [Abstract] ( 1721 ) HTML (1 KB)  PDF (777 KB)  ( 1012 )
384 Randomized controlled clinical study on Qufeng Zhidong recipe combined with risperidone in treatment of tic disorder
ZHAO Xin, ZHU Pengcheng, WU Min
DOI: 10.3969/j.issn.2095-4301.2023.05.008
Objective To clarify the clinical efficacy and safety of Qufeng Zhidong recipe combined with risperidone in thetreatment of tic disorder(TD). Methods A total of 300 children with moderate and severe TD were randomly divided into traditional Chinese medicine group(Qufeng Zhidong recipe), integrated medicine group(Qufeng Zhidong recipe and risperidone), and westernmedicine group(risperidone). The patients were treated for 24 weeks, and were followed up at 2, 4, 8, 12, and 24 weeks after treatment. The total effective rates were scored by using Yale global tic severity scale(YGTSS)and traditional Chinese medicine syndrome scale, and side effects were evaluated at each follow-up time. Results After 24 weeks of treatment, the total effective rates of YGTSS were 91.0 % in the traditional Chinese medicine group, 94.2 % in the integrated medicine group, and 84.4 % in the western medicine group, respectively. There were significant differences between integrated medicine group and western medicine group(P<0.05). After the 24 weeks’ follow-up, the incidence rates of side effects were 4.50 % in the Chinese medicine group, 0 in the integrated medicinegroup, and 7.78 % in the western medicine group, respectively. There were significant differences among the three groups(P<0.05). Conclusion The integrated Qufend Zhidong recipe and risperidone treatment has a good curative effect on TD with low side effects.
2023 Vol. 11 (5): 384- [Abstract] ( 1682 ) HTML (1 KB)  PDF (754 KB)  ( 1004 )
389 Effects of mindfulness intervention on executive function of grade four primary school students
WANG Huangping, WANG Ping, HOU Haiyan, LI Huijie
DOI: 10.3969/j.issn.2095-4301.2023.05.009
Objective To explore the beneficial effects of mindfulness intervention on executive function and mindfulness level in the grade four primary school students. Methods By using the method of cluster sampling, four classes were selected in the grade four of a primary school in Beijing and were randomly assigned to the intervention group and the control group, with two classes in each group. The primary school students in the intervention group received mindfulness intervention for 11 weeks, while the students in the control group had class meetings at the same time. Before and after mindfulness intervention, cognitive flexibility, inhibition control, working memory span, and mindfulness were measured for all students. Results After 11 -week-long mindfulness intervention, repeated measures ANOVA showed that the students of the intervention group significantly improved cognitive flexibility, inhibitioncontrol, and working memory span(P<0.05). Except for the description dimension, students of the intervention group significantly improved the dimensions of observation, perceived action, non-judgment, non-action, and the total scores of mindfulness(P<0.05). Conclusion Mindfulness intervention improves executive function and mindfulness levels of grade four primary school students, and provides a possible direction for the improvement of cognitive function and reduction of problem behaviors in adolescents.
2023 Vol. 11 (5): 389- [Abstract] ( 1713 ) HTML (1 KB)  PDF (767 KB)  ( 1395 )
395 Analysis of interaction between teachers and preschoolers with mental retardation from perspective of combining medicine and education
MA Zhenzhen, HU Qiongxia
DOI: 10.3969/j.issn.2095-4301.2023.05.010
Objective To assess the interaction between 4-6-year-old children with mental retardation and teachers, and provide evidence for the intervention of children’s social ability based on their development level. Methods Individual training videos of 12 preschoolers with mental retardation in Shanghai were selected for coding analysis, and 71 teachers in preschool classes of special education schools or special education classes of kindergartens were surveyed by questionnaires. The subjective understanding and objective situation of the teachers towards teacher-child interaction in children with mental retardation were analyzed. Results More than a quarter of the teachers agreed that cultivating interpersonal communication skills among children with mental retardation was an important part of preschool special education, and interacted effectively in information communication, action coordination, and emotion promotion with the children. The teachers initiated 78.75% communication topics, of which 98.41% could be responded by preschoolers with mental retardation. But there was a significant difference in response ways of requirement. The children initiated or generated less communication topics than response topics. Most of the topics did not fit the situation, and only 18.52% were responded by teachers. There was no significant correlation between teachers’ interaction strategies and preschoolers’ developmental quotient. The strategies used by teachers to guide children to generate new interactions were significantly less than those initiated or continued by teachers. Conclusion Preschoolers with mental retardation can interact with teachers under individual training situation, but the ability to initiate and generate appropriate interactions is significantly weaker than the ability to respond interactions. Special education teachers in preschools generally agree on the significance and value of cultivating interpersonal communication skills in preschoolers with mental retardation, but the awareness and ability to use interactive strategies and cultivate communication skills based on children’s developmental level need to be strengthened.
2023 Vol. 11 (5): 395- [Abstract] ( 1815 ) HTML (1 KB)  PDF (743 KB)  ( 1139 )
       Review
402 Memory deficits in people with developmental dyslexia: cognitive strategy deficiency and memory system deficits
XING Qiang, LI Peijin
DOI: 10.3969/j.issn.2095-4301.2023.05.011
Many studies have found that developmental dyslexia behaves poorly on memory tasks, so scholars at home and abroad use two hypotheses,“invalid strategy”and“functional deficiency”, to explain this phenomenon. The former thinks developmental dyslexia has functional deficits related to reading strategies(such as executive function and metacognition), while the latter believes that people with developmental dyslexia have deficits in the memory system. This article classified the literature about developmental dyslexia in memory field. Future researchers can try to adopt the research method which combines both vertical and horizontal perspectives, further deepen the Chinese developmental dyslexia research in the field of metacognitive functions, features of theory of mind development, and other areas of memory, identify the deficit characteristics of people with developmental dyslexia, and then provide help for later intervention guidance.
2023 Vol. 11 (5): 402- [Abstract] ( 1686 ) HTML (1 KB)  PDF (751 KB)  ( 1299 )
409 Relationship between sleep and adolescent internalization and externalization problems and its mechanism
XU Jie, CAI Dan
DOI: 10.3969/j.issn.2095-4301.2023.05.012
As a basic physiological regulation process, sleep is closely related to the internalization and externalization problems of adolescents. Paying attention to the relationship between sleep and adolescent internalization and externalization problems is of great significance for the improvement of sleep deprivation in adolescents and the intervention of adaptation problems. By sorting out the existing researches, this paper reviews the relationships between sleep and adolescent internalization and externalization problems, analyzes their mechanism based on the physiological-psychological-social model, and finally gives an outlook on the future research direction.
2023 Vol. 11 (5): 409- [Abstract] ( 1801 ) HTML (1 KB)  PDF (741 KB)  ( 1208 )
414 Impact of electronic media on infant and toddler development: a systematic review of 28 empirical studies in China
ZHANG Yao, ZHAO Dongchen
DOI: 10.3969/j.issn.2095-4301.2023.05.013
In order to understand the impact of electronic media on the development of infants and toddlers aged 0-6 years, this paper systematically reviewed 28 domestic empirical studies. Previous studies have confirmed that excessive use of electronic media has adverse effects on the development of infants and toddlers, including sleeping, eating habits, eye health, language, cognition, social emotion, and developmental quotient. However, other studies show that media can promote the development of executive function, language, and social emotion of infants and toddlers. The impact of electronic media on the development of infants and toddlers still needs to be further explored. It is suggested that future research should refine and expand the research content, pay attention to the research on the use of electronic media, strengthen the causal relationship demonstration by optimizing the research design, and carry out qualitative research to supplement quantitative research.
2023 Vol. 11 (5): 414- [Abstract] ( 1807 ) HTML (1 KB)  PDF (745 KB)  ( 1641 )
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