Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： While there has been much research concerning how adults understand the social power, recently researchers have been increasingly interested in how children conceptualize social power. Social power understanding is an important aspect of children’s social cognition, which can be reflected on the level of social dominance and social status. From early on, children can use different cues to judge social power, and based on these cues their cognition of social power are adaptive in evolutionary fitness. Meanwhile, children’s understanding of social power develops across the whole childhood. While younger children are more likely to acknowledge the way to get social power with dominance, older children prefer the way to get social power basing on prestige. Children’s cognition of social power can influence their selective trust, resource allocation, and prosocial behavior. Future research should consider the underlying mechanism of children’s social power cognition, and examine the processing mechanism of the relationship between children’s social power cognition and their social behavior. Moreover, cultural factor and early social interactive experience should be concerned to contribute to children’s cognition of social power.
Subjects: Psychology >> Developmental Psychology submitted time 2022-01-21
Abstract：
Anxiety is an aversive emotional and motivational state occurring in threatening circumstances, mainly including general anxiety and separation anxiety in early childhood. General anxiety is a kind of trait anxiety relating to general susceptibility to anxiety, while separation anxiety belongs to the state anxiety determined interactively by trait and situational stress. Previous studies have demonstrated the negative effects of anxiety on creativity, but less is known about the mechanisms of these effect, particular the longitudinal effects of anxiety on creativity from toddlerhood to preschool period. Processing Efficiency Theory and Attentional Control Theory explained the effect of anxiety on cognition from the perspective of cognitive processing. Moreover, childhood anxiety may longitudinally affect later development of creativity through neuroendocrine system. That is, anxiety activates the hypothalamic–pituitary–adrenal axis (HPA axis) with releasing glucocorticoids, which are associated with the development of higher-order cognitive function. Thus, we assumed that anxiety in early childhood had a longitudinal adverse effect on later development of creativity. Further, the present study explored the mechanisms between early childhood anxiety and creativity in preschool period. The general cognitive ability, a foundamental component of creativity, and motivation may be candidate mediated variables. According to Piaget’s cognitive development theory, a necessary precondition for the development from one cognitive stage to a higher stage is that the individual encounters with discrepancies between the previous schema and the current stimulus, which lead to the motivation to achieve a new cognitive balance. These views suggested that cognition and motivation may be two closely intertwined processes, and general cognitive functions play a decisive role in motivation activation. For younger children, the motivation is reflected in the persistence on objects and people and so on, namely mastery motivation. Accordingly, a longitudinal study was designed to examine the relation between anxiety of toddlers and their creativity when they were 5 years old, and investigate the underlying mechanism by chain mediation effects of general cognitive function and mastery motivation.
96 families (42 boys and 54 girls) were recruited from the local communities and child care clinics in urban areas of Beijing. At 14 and 25 months, infants’ general anxiety and
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